Assessing the Effects of Flipped Classroom to the Primary Pupils’ English Learning Performance

Abstract

In this era, implementing technology in teaching and learning process without affecting traditional teaching method is very important in the 21st-century education system, which can prevent pupils’ from being outdated, as well as developing their thinking skills. Pupils in primary schools are having difficulty acquiring the fundamental abilities in the English language, encompassing speaking, listening, reading, and writing proficiencies. Therefore, it is crucial to identify effective strategies for enhancing the process of learning the English language within Malaysia's education system. This research concentrated on assessing the impact of Flipped Classroom learning on the English language proficiency of primary school students, specifically in four core language skills. In this quantitative analysis, 31 Year 3 students from a primary school located in the Kulai district were chosen through purposive sampling as participants in the study. Data collection involved surveys, pre-tests, and post-tests. The results indicated a moderately positive correlation between overall performance on these tests and a positive influence on Year 3 students' English skills in listening, speaking, reading, and writing. Additionally, students showed a strong positive acceptance of the Flipped Classroom learning method for these four essential English skills. However, it was found that the Flipped Classroom approach did not significantly alter the students' preferred learning methods. These findings suggest that the Flipped Classroom offers a valuable addition to the education sector, providing an alternative learning approach to enhance second language education and improving English language learning.

Quantitative Analysis of Students and Teachers Readiness for Flipped Classroom in Matriculation

“…In a previous study, students preferred the flipped classroom, which combined self-directed learning with synchronous classes, whether online or in a hybrid mode (Fructuoso et al, 2022). This model can support students' valuable learning experiences by fostering active learning Narihan et al (2023); Parati et al (2023), promoting increased motivation Afzali & Izadpanah (2021); Botella et al (2021); Bawaneh & Moumene (2020); Darmawan (2020); Li Zhao et al (2021); Zhao & Yang (2023), and improving academic performance (Ahmad & Arifin, 2020;Atwa et al, 2021;Basriyah et al, 2020;Nantha, 2022). Nonetheless, students continue to struggle to adjust to the new responsibilities that students and teachers play in the classroom (Sosa Diaz et al, 2021).…”

“…The advantages of a flipped classroom also become evident when students comprehend the material before class, and the conversation that follows helps students reinforce what they have learned and develop higher-order thinking skills (Ruslan et al, 2022). Students in the flipped classroom also had a more positive attitude towards learning ; Zakaria & Yunus (2020), better academic performance Parati (2023) and better problem-solving skills. Although flipped classrooms have numerous benefits, there are implementation challenges that need to be taken into consideration.…”