Abstract:
In response to new instructional challenges in education, flip teaching method become a
widespread practice in schools, colleges and universities. In traditional approaches of
teaching physics in high school students, mostly the teacher plays the role of providing
information while the students act as passive listeners. Students need to be more actively
engaged with the course material to maximize their understanding. Therefore, teachers
who choose to utilize active learning methods in the classroom must find ways to ensure
that all required course contents are delivered. Technology plays an important role in
education for active learning and delivering the contents in an effective manner. This
paper describes the impact of flip teaching on high school students’ performance in
physics - remembering, understanding and analyzing. The objective of this study was to
find out the effectiveness of flip teaching on performance of high school students in
Physics. This is an experimental study, employed with the sample of 80 students of Grade
IX, 40 students each were allocated for control group and experimental group. Pre-test
scores of both the groups compared through t test, the obtained t values revealed that the
two groups were equivalent at the entry point. After the intervention, post-test of both
groups were analyzed using t test which revealed that the experimental group performed
better than the control group in physics with regard to learning objectives remembering,
understanding and analyzing. Mean scores of control and experimental group also shows
that there is a positive impact of flip teaching on student’s performance in physics.
Educational implications in the light of findings were also discussed in this paper.
