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Exploring the Efficacy & Suitability of Flipped Classroom Instruction at School Level in India: A Pilot Study

机译：探索印度学校水平课堂教学的有效性和适用性：一项初步研究

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The objective of this study was to compare the impact of flipped mode and traditional mode of instruction, on the learning outcomes of Grade VIII school children in History and Science; 90 primary school children from Odisha (India) were randomly assigned to either of control (traditional instruction) or experimental (flipped instruction) group. Pre-test scores of both the groups were compared through “t” test; the obtained “t” values of -0.019 and 1.931 were found to be insignificant (p > 0.05) which revealed no significant difference between these groups at the beginning. Thus, both the groups were assumed to have equal variance and after 01 month their post-test scores in History and Science were again compared to examine the impact of different instructional intervention/s. The obtained “t” values of both the groups’ post-test scores comparisons were -5.592, -3.260, found to be significant at p < 0.01 level, and confirmed the difference between control and experimental groups. Mean scores of flipped and traditional instructional groups further strengthened the positive impact of flipped mode of instruction on children’s learning outcomes in History and Science. The study recommends for future work on flipped instruction with larger sample for educational implications.
机译：这项研究的目的是比较翻转模式和传统教学模式对历史和科学八年级学童学习成果的影响;将来自奥里萨邦（印度）的90名小学儿童随机分为对照组（传统教学）或实验组（翻转教学）。通过“ t”检验比较两组的测试前分数;发现获得的-0.019和1.931的“ t”值微不足道（p> 0.05），这表明在开始时这些组之间没有显着差异。因此，假设两组的方差均等，并且在01个月后，再次比较了他们在“历史和科学”方面的测验成绩，以检验不同教学干预的影响。两组测试后得分比较的“ t”值分别为-5.592，-3.260，在p <0.01的水平上具有显着性，并证实了对照组与实验组之间的差异。翻转教学方式和传统教学方式的平均得分进一步增强了翻转教学方式对儿童在历史和科学领域学习成果的积极影响。该研究建议对翻转教学的未来工作进行建议，并在教学中采用较大的样本。

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