Inverted classroom improves pre-university studens understanding on basic topic of Physics:: The preliminary study

• Elnetthra Folly Eldy ^[1] ; Jackson Chang Hian Wui ^[1] ; Siti Nazirah Butai ^[1] ; Nur Fadzilah Basri ^[1] ; Huzaikha Awang ^[1] ; Wardatul Akmam Din ^[1] ; Sazmal Effendi Arshad ^[1]
  1. [1] Preparatory Centre for Science and Technology, University Malaysia Sabah, Jalan UMS, 88400 Kota Kinabalu, Sabah (Malaysia)
• Localización: JOTSE, ISSN-e 2013-6374, Vol. 9, Nº. 3, 2019, págs. 420-427
• Idioma: inglés
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• Dialnet Métricas: 4 Citas
• Resumen

  • This paper discusses the effectiveness of the inverted classroom implemented in a pre-university physics classroom on topics of classical mechanics. Inverted classroom moves from traditional lectures to providing students with pre-recorded lectures and other materials such as videos, online quizzes and online exercises to foster independent learning. In this study, the classroom was divided into two groups: a control group and experimental group intervened with the inverted classroom; in evaluating the efficiency of the intervention, at the end of the module, both groups were tested using tests that are similar. The findings show that there was a significant difference between control group and experimental group on their pre-test and post-test score. It implies the potential use of this approach in other basic topics of pre-university physics classroom