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MALAYSIAN TEACHERS’ PERCEPTION AND CHALLENGES TOWARDS THE IMPLEMENTATION OF FLIPPED LEARNING APPROACH
Nurul Ainna Hashim1*, Nurliana Dalila Shaari2
1Sekolah Menengah Kebangsaan (Felda) Lurah Bilut, 28800 Bentong, Pahang, Malaysia
2Department of General Studies, Institut Kemahiran Tinggi Perda (PERDA-TECH), 14300 Nibong Tebal, Pulau Pinang, Malaysia
*Corresponding author: nurulainnahashim@gmail.com
Received: 13 June 2020 • Accepted: 20 October 2020 • Published: 31 October 2020 ABSTRACT
Flipping the classroom has given a lot of attention by many studies nowadays. Driven in by the technology widespread and its fast development, the flipped classroom is one of the recent trending in teaching practices.
Therefore, this paper aims to investigate teachers’ perceptions and challenges towards the implementation of flipped learning approach. Several research studies showed that using flipped learning approach increases students’ understanding and confidence in learning. Flipped classroom allows students to have their own time of video-based (Vodcast) lecture session following with in-class exercises and practices. This paper briefly discusses on the history of flipped classroom, teachers’ perception and challenges issues of flipped learning approach to ESL/EFL teachers. A structured questionnaire was carried out to find out teachers’ perception and challenges in flipped learning approach to ESL/EFL teachers. The sample in this study consists of 50 respondents which are 9 males and 41 females. The results show that most teachers agreed that they find teaching through online is useful. It can be said that the biggest teachers’ challenge in implementing flipped learning approach as they feel teachers’ feedback is very important in the flipped learning classroom.
Meanwhile, there is no significant relationship between teachers’ perception and teachers’ challenges.
Keywords: ESL setting, Flipped Classroom, ICT in education, Teachers’ perception, Vodcast
Cite as: Hashim, N.A., Shaari, N.D. (2020). Malaysian Teachers’ Perception and Challenges Towards the Implementation of Flipped Learning Approach. Asian People Journal, 3(2), 62-76.
http://dx.doi.org/10.37231/apj.2020.3.2.196 https://journal.unisza.edu.my/apj
63 INTRODUCTION
The advent of the Internet has opened up a new platform of communication that fulfils human professional, social and personal purposes (Deore, 2012). As the development of technology has accelerated beyond expectation, it has also transformed the routines of human lives. With the existence of many social networking tools on the Internet, the communication process became faster, easier and convenient. Less face-to-face communication is required, as the social networking environment provides 24-hour access to interact with each other. In other words, the Internet has accommodated and fulfilled the needs of spoken and written communication at once (Brady et al., 2010). One of the results of technology advancement is the arrival of Podcast, a form of digital media that allows users to share a vast amount of videos around the world.
The use of video-based methodology is no longer a new chapter in the phase of language learning.
According to Ashton-Hay & Brookes (2011), many studies have been conducted in this area revealed the positive insight of the implementation especially to improve and facilitate the language learning and teaching. Due to the rapid advance of technology, the intervention of digital media such as a podcast in the classroom appears as highly imperative.
The emergence of Web 2.0 excessively influenced the nature of education over the globe. According to Ankerson (2015), Web 2.0 is organized by Tim O’Reilly with the concepts of personalization, participation, collaboration, and sharing. Web 2.0 provides a platform for collaborations among users and gave them free rooms to share information and gain benefits. There are some examples of web 2.0 such as Blogs, Podcasts, Wikis, Twitter, YouTube, Facebook and other technological tools which allows interactivity between users.
O’Reilly (2005) suggests that web 2.0 as a network platform that allows remixing data from individual users with others multiple sources. This type of application allows user to communicate, give comments, develop ideas and starts discussions and arguments, debates and give opinions naturally with less limitation.
Web 2.0 has given numerous benefits to the ESL classrooms. It helps students, all in the target language, to practise discussions, read literature and write stories (Bergmann & Sams, 2012). Therefore, in assuring the effectiveness of today’s classrooms, teachers need to adjust their teaching approaches and methods relevant to
“students’ mind-set, behaviour patterns and horizon of expectation” (Dumitrescu, 2014). In other words, today’s educators should not abandon the importance of “predigital instincts” (Prensky, 2001) and prepare to face the 21st century students who live in the environment dominated by high speed, technology, multi-tasking and interaction (Dumitrescu, 2014). Prensky (2011) emphasis on the teachers’ role in paying attention to “how their students learn, honour and value what their students know”.
Thus, the aims of the study are to explore Malaysian teachers’ perception and challenges towards the implementation of flipped learning approach in TESOL classroom. The specific objectives of the study are to investigate teachers’ perception in implementing flipped learning approach, to recognize the biggest teachers’
challenges in attempting to implement Flipped Learning Approach and to determine the relationship between teachers’ perception and teachers’ challenges towards the implementation of flipped learning approach.
64 LITERATURE REVIEW
According to Malaysia Education Blueprint 2013 – 2025, ICT is one of the tools to leverage the quality of learning among Malaysian students. In addition, the Malaysian government also intends to adapt internet access and virtual learning environment, making online best practices and maximise use of ICT for distance and self- paced learning (Ministry of Education, 2013). These intentions are aligned with the idea of flipped learning approach where students will be able to cater their own learning based on recorded video lectures. However, studies of literature have shown that Malaysian school teachers’ and students’ readiness on ICT learning integration is still in debate.
Among various efforts and initiatives prepared by the government to integrate ICT in Malaysian Education, many studies reported that implementing ICT inside and outside the classrooms is still challenging to most students and teachers in Malaysian schools. Some teachers refuse to use technology due to lack of skills and knowledge (Kamarudin & Yunus, 2014), insufficient time to interact with the students and lack of infrastructure capability in Malaysian classrooms (Osman & Bakar, 2011). On the other hand, the state of Malaysian students’
readiness to learn with ICT integration is also one of the major discuss. Some researches revealed that students’
are difficult to concentrate on the materials when they use computers and they also are lack of ICT equipment as well as access to internet (Yunus et al., 2012). Therefore, higher consideration need to be put on the students and teachers’ perception before implementing flipped learning approach in Malaysian classrooms.
ICT integration in Malaysian Classroom
For many years, Malaysia has relied on blackboard and textbook as part of the lesson aids in the classroom.
However, with the advent spread of local and global technology, many schools in Malaysia have started to integrate Information and Communication Technology (ICT) into the classroom’s setting in order to encourage student’s interest and participation during the lesson. According to 10th Malaysia Plan (Malaysia, 2010), the use of information and communications technology (ICT) in schools will be given greater emphasis to nurture creativity and innovation among students, in order to equip them with new skills and capabilities to meet the demands of a high-income economy. Three main policies have been formulated by the government to assist ICT in Malaysia Education (Ziden et al., 2011). The first policy goal is to encourage students to use ICT in education and to reduce the schools' digital gap. The second policy highlights the importance and function of ICT as a teaching and learning tool in education and the third policy emphasises the benefits of computers helping to access knowledge, communication and as a tool for productivity (Ziden et al., 2011). ICT in Malaysia Education is professionally-managed by full-time professionals who are equipped with the relevant skills, experience and knowledge staff of a Central Programme Management (CPM). It is responsible for planning the detailed design, implementation and review the ICT and Education in Malaysia (MOE, 2010).
The History of Flipped Classroom
Flipped Classroom is a model which permits learners to have their personal lecture session. It allows classroom lectures and activities which were traditionally done in class to be done at home, and which was traditionally done as homework is now completed in class (Bergmann & Sams, 2012). Bishop & Berleger (2013) defines the flipped classroom as approach as a teaching and learning activities whereby homework is completed as a learning activities in the classroom guided with a recorded lecture. The implementation of flipping classroom starts with a short lecture via recorded videos and these videos must be viewed by the students before the mutual class session.
It is however far more interesting than the face to face interaction in the lecture hall when the teacher is
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impossible to reach every student and plaid their understanding. The flipped classroom model helps to encourage students to become a self-directed learner. According to Gaughan (2014) class time can be saved for interactive activities with teachers and materials when lectures are recorded as homework. On the other hand, Bennett et al., (2012) suggests that the roles of teachers are to support students in their discussion, guide them to think critically (high order thinking) and allow students the flexibility to engage the leaning with their own experience beyond what is has been taught in the classroom. As noted by Bergmann & Sams (2012), several reasons of flipping method implementation are it speaks the language of today’s students, helps busy and struggling students, helps students of all abilities to excel, allows students to pause and rewind their teacher, increases student–teacher and student-student interaction, allows teachers to know their students better, allows for real differentiation, changes classroom management and the way we talk to parents and educate them, makes your class transparent and a great technique for absent teachers.
The world is now promoting some easy ways to get information. We are now looking for multiple ways to deliver the information in the most effective approach. Flipped classroom is now considered as one of the latest trending pedagogical models to teach a lesson. It is considered as the best way to get both direct learning where teachers could possibly deliver the information interactively. This model idea of flipping classroom was introduced by Jonathan Bergmann and Aaron Sams in 2007 who were teaching at Woodland Park High School in Woodland Park, Colorado as a chemistry teacher (Bergmann & Sams, 2012). The idea was triggered by when Bergmann & Sams observed some issues on students struggling to learn in class when they missed some of the lessons and unable to catch-up with the syllabus. Therefore, sharing the same philosophy, both creative chemistry teachers had introduced the alternative classroom, namely as “Flipped Classroom”.
In the traditional classroom, students are expected to remain silent during lectures and do their homework using reference books and notes taken during the lectures. This method is however against the flipped learning approach as it equips the teaching method with the principle of mastery learning whereby students are responsible to individually view the recorded lectures and understand the practical guide before they could move to the next step.
Teachers’ perception towards implementing flipped learning approach
The implementation of the flipped learning approach depends on teachers’ and students’ preparation before meeting in the classroom. According to Basal (2015), some pre-service English teachers view flipped classrooms as an important part of face-to - face courses. It can give benefits in building students’ relationship (Hunley, 2016), increase student engagement as well as enhancing their understanding about the subject matter (Merrill, 2015). Some studies claimed that teachers perceived flipped learning approach as encouraging to students- centered learning environment (Merrill, 2015).
In addition, some teachers perceived flipped learning approach as not only improving the quality and thinking levels among teachers, but also helped them to teach according to the students’ aptitude for learning (Guan et al., 15). Flipped learning approach allows teachers to enhance students learning process while saving the class time (Web et al., 2014) and able to spend more on helping students with problem solving (Osman et al, 2014).
However, even though some teachers viewed flipped learning approach as difficult due to lack of facilities (Osman et al, 2014), and requires a significant amount of time to develop (Hunley, 2016), some argued
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that the strongest barriers preventing teachers from using technology in teaching subjects are teachers’ self- attitude, beliefs and levels of knowledge and skills (Ertmer, 2012). However, flipped classroom can still be implemented based on teachers and government supports. According to (Muir & Geiger 2015) teachers face challenges of catering demand from the prescribed curriculum and the students’ need. However, even though the implementation of flipped learning has increased the amount of preparation (Webb et al., 2014), but it allows teachers to engage with students in the classroom material and activities (Mazur et al., 2015).
Teachers’ challenges in implementing flipped learning approach
This section will discuss on some pedagogical challenges in the implication of flipped classroom in the ESL context. Flipped classroom learning style requires teachers to move around the classroom, engaging students and giving them attention to what and when they need the teacher’s assistance (Houston & Lin, 2012). On the other hand, in flipped learning approach, students are expected to be active and prepared to class. Herreid (2013) listed two major challenges of the flipped approach such as students come unprepared to class and teachers find difficult to get good quality videos.
This approach also requires extra responsibility for teachers to lead the class and control the students’
different behaviour as they are individually going through their own different phase of learning. Therefore, effective time management is one of the challenges that teachers may have in implementing a flipping classroom (Missildine, 2013). However, teachers are still responsible to teach the students to collaborate and bring them to the right direction.
Flipped learning approach may create problems to students with poor or limited Internet access outside the classroom (Kachka, 2012). As compared to traditional teaching method, some teachers find it difficult to perform the intended lesson and concepts using the electronic learning platform (Tucker, 2012). In addition, there are chances for students taking advantage of having the video-based lectures and not coming to the class (Rogers
& Cordell, 2011) as cited from (Missildine, 2013). As learning and mastering a second or foreign language requires extensive practice, the student absentees issues are a serious problem. Another challenge of flipped classroom to the teachers, especially in Malaysia is the time constraint. Therefore, schools are expected to provide enough computer labs and spend extra hours for students to access internet in order to watch the online lessons. However, Hermann et al., (2015) states that some teachers face difficulty in scheduling the computer lab for different groups of students.
Furthermore, Ming (2010) states that some Malaysian smart teachers find reluctant to execute the lesson plans due to lack of time, teaching materials are not sufficient, lack of support from schools, teachers lack of technological knowledge and skills, and the fear of being embarrassed by their colleagues as well as their students. Although most teachers believe that ICT is a tool to use in teaching and learning, however, it was not fully translated into their classroom practices (Hamid, 2011).
METHODOLOGY
Generally, in carrying out a research paper, the methodology is a very significant part which determines the successfulness of the research. All required and related elements have been identified to ensure the research paper conducted could answer the aims and objectives stated in this research. A detailed procedure has been arranged
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throughout the research design, samples and sampling procedures and instrumentation.
Research Design
This study conducted in quantitative approach in order to collect the data. The researcher collected the data based on the research questions that have been stated in the introduction part. This research focused on the teachers’
perceptions and challenges towards the implementation of flipped learning approach. Moreover, the researcher distributed the questionnaire to the respondents in order to fulfill the research objectives. Analysis has been done by using descriptive statistics. The results were presented after analysed the data. The data was collected using the questionnaire and recorded in SPSS software for statistical analysis to investigate the teachers’ perceptions and challenges in implementing flipped learning approach. Descriptive statistics will be used to analyse the data collected. Other than that, the researchers used inferential statistics which is correlation test to identify the relationship between teachers’ perceptions and teachers ‘challenges towards the implementation of flipped learning approach.
Sampling
The population of this research is all primary and secondary school Malaysian teachers from Northern area of Malaysia Peninsular. A validate questionnaire was distributed on 50 teachers who are teaching in primary and secondary schools using random sampling and purposive sampling. These sampling methods are used due to some similar characteristics shared by the respondents.
Table 1: Profile of the Respondents
ITEMS DETAILS
Respondents
-Primary and secondary school Malaysian teachers from Northern area of Malaysia
Peninsular
-Lecturers in Higher Education Institutions
Total Number of Respondents 50 Respondents
Gender 9 Males and 41 Females
Highest Education Most of the respondents are Bachelor Degree holder.
Instruments
The questionnaire was adapted from Tajizan et al., (2016) and Salehi & Salehi (2012) study. A structured questionnaire to determine teachers’ perceptions and challenges towards the implementation of flipped learning approach was adapted from Salehi & Salehi (2012). The questionnaire consists of three main parts. The instrument used a 5-point Likert scale that ranges from 1=strongly disagree, 2=disagree, 3=undecided, 4=agree to 5=strongly agree. The first part contains the demographic information of the respondents. The second part of questionnaire is about teachers’ perceptions towards the implementation of flipped learning approach, consisting of 10 questions. Meanwhile the last part of questionnaire is about teachers’ challenges towards the implementation of flipped learning approach, consisting of 15 questions. The third part of questionnaire indicated teachers’ challenges in the areas of content of environment, teachers’ knowledge and students’ knowledge as well. The participants were familiar with the use of flipped learning classroom approach since most of them have implemented it for the purposes of their teaching method in classroom.
68 Limitation of Study
Firstly, this study involved the teachers from primary and secondary schools from Northern of Peninsular Malaysia. There are a few of the respondents who are the lecturers from the higher education institution in Malaysia. This study is limited to the selected samples that are only teaching and using the flipping classroom learning approach in their classroom. Therefore, the findings of the study cannot be generalized as the whole population of the study.
Secondly, the researchers used the convenience sampling because the researchers get the most easily accessible group in which time and cost can be saved. Another limitation of this research is that the researcher limited the research instrument by using the questionnaire.
RESULTS AND DISCUSSION Demographic Information
Table 2 summaries the demographic information of the respondents in this study. The total number of respondents is 50 people with 18.0% are male and 82.0% are female.
Table 2: Demographic Information
Variables N (%)
Age
21-30 years old 13 (26.0%)
31-40 years old 29 (58.0%)
41-50 years old 6 (12.0%)
51-60 years old 2 (4.0%)
Gender
Male 9 (18.0%)
Female 41 (82.0%)
Highest Qualification
Certificate/ STPM 2 (4.0%)
Diploma 5 (10.0%)
Bachelor Degree 37 (74.0%)
Master’s Degree 6 (12.0%)
Working Institution
Primary School 42 (84.0%)
Secondary School 5 (10.0%)
University 1 (2.0%)
Other Working Institution 2 (4.0%) Teaching Subjects
Arts (English, Malay, History) 37 (74.0%) Science & Mathematics 13 (26.0%)
Their ages are vary between 21 to 60 years old, with 26.0% of them is about 21-30 years old. Meanwhile, the respondents who are from the age of 31 to 40 years old are about 58.0%. The percentage of the respondents’ ages
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from 41 to 50 years old is about 12.0% and only 4.0% of respondents who are from the age of 51 to 60 years old.
As for the highest academic qualification, 74.0% of the respondents are Bachelor Degree holder. Meanwhile, 84.0% of the respondents work in primary schools while the rest work in secondary schools, universities and other working institutions such as polytechnic. In terms of the teaching subject, 74.0% of the respondents teach in arts stream, while the remaining 26.0% is in Science and Mathematics stream.
Teachers’ Perceptions towards the implementation of Flipped Classroom Learning Approach The descriptive statistics of each item as shown in Table 3 revealed the following findings.
Table 3: Teachers’ Perceptions towards the implementation of Flipped Classroom Learning Approach No. Teachers’ perception of the
Flipped Learning Approach Mean SD Skewness Kurtosis 1. I find teaching through online is
useful.
4.0400 .69869 -.802 1.631
2. I find teaching through online have helped my problems in my
presentation.
3.7400 .69429 -1.124 1.452
3. I find useful feedback of using flipped learning approach from my colleagues.
3.5600 .76024 -1.082 1.771
4. I find I have improved overall in my teaching method by using flipped learning approach.
3.5600 .67491 -.849 .208
5. Flipped learning approach has made me aware of the importance to improve the teaching method.
3.6200 .63535 -.970 .633
6. Flipped learning approach will be more accurate and fair in
evaluating the students’
presentation.
3.5600 .78662 -.599 -.135
7. I believe I can improve my knowledge and skills after
implementing the flipped learning approach.
3.9000 .67763 -.697 1.355
8. I believe teaching from YouTube videos provide better experience.
3.9600 .69869 -.693 1.259
9. Teaching via YouTube allows me to gain better insights of the importance of flipped learning approach.
3.9200 .63374 -.940 .662
10. Creating YouTube videos allows me to enhance my lessons.
3.8000 .67006 -.170 .094
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The 1st item of the questionnaire gains the highest mean value, which is the closest to scale ‘5’ (mean = 4.04). This indicates that most teachers agreed that they find teaching through online is useful. Meanwhile, the 7th, 8th, 9th and 10th items, their mean values are found which the scale ‘4’ is, it has shown that most respondents agreed of flipped learning approach. Specifically, respondents generally agreed that they believe they can improve their knowledge and skills after implementing the flipped learning approach (mean = 3.90), they believe teaching from YouTube videos provide better experience (mean = 3.96), they believe teaching via YouTube allows them to gain better insights of the importance of flipped learning approach (mean = 3.92), and they also believe creating YouTube videos allows them to enhance their lessons (mean = 3.80).
Beside that, the mean values were found to be in the range of 3.56 to 3.74, which suggests the respondents’ moderate agreement or undecided towards the 2nd, 3rd, 4th, 5th and 6th items. Specifically, respondents undecided that they could find teaching through online have helped their problems in the presentation (mean = 3.74), respondents were undecided that they could find useful feedback of using flipped learning approach from their colleagues (mean = 3.56), respondents were undecided that whether they could find any improvement overall in their teaching method by using flipped learning approach (mean = 3.62), and respondents could not decide about flipped learning approach will be more accurate and fair in evaluating the students’ presentation (mean = 3.56). Overall, in this section we have all (ten) the positive items. The mean values for all positive items ranged from 3.56 to 4.04, it shown that respondents have positive perceptions of flipped learning approach.
Teachers’ Challenges towards the implementation of Flipped Classroom Learning Approach
The descriptive statistics of each item as shown in Table 4 revealed the following findings. The mean values for all positive items ranged from 3.92 to 3.08. The 1st item of the questionnaire gains the highest mean value, which is the closest to scale ‘5’ (mean = 3.92). This indicates that most teachers agreed that they feel teachers’ feedback is very important in the flipped learning approach. Meanwhile, the 4th, 5th, 6th, 9th, 11th 12th, 13th, 14th and 15th items, their mean values are found which the scale ‘3’ is, it has shown that most respondents agreed that teachers’
feedback is very important in the flipped learning classroom (mean = 3.92).
Specifically, respondents agreed generally that they believe that their students don’t like watching short and flipped learning classroom gives the students a chance to communicate with other friends (mean = 3.86), they believe that their students are not interested to educational materials in flipped learning approach (mean = 3.82), they believe that it is a waste of time to use flipped learning approach (mean = 3.66), they believe that they don’t have the knowledge on using ICT which prevents me to use flipped learning approach (mean = 3.56), they believe that school administers’ negative views about ICT hinder me to use flipped learning approach in the class (mean = 3.26). They also believe that colleagues’ negative views about ICT hinder them to use flipped learning approach in the class (mean = 3.08).
Beside that, the mean values were found to be in the range between 2.68 to 2.20, which suggested respondents’ moderate agreement or undecided towards the 1st, 2nd, 7th, and 10th items. Specifically, respondents undecided that time needed to learn using ICT prevents them to use flipped learning approach (mean = 2.68).
They undecided that using traditional method was better than flipped learning approach (mean = 2.54).
Meanwhile, they undecided that little access to online materials (videos, YouTube, etc.) prevented them to use flipped learning approach (mean = 2.22). They also undecided that the shortage of class time hinders them to use flipped learning approach (mean = 2.20).
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Table 4: Teachers’ Challenges towards the implementation of Flipped Learning Approach
Other than that, the mean values were found to be in the range of 1.92 to 1.88, which suggested respondents’ disagreed towards 3rd and 8th items. The respondents disagreed that limited internet access among
No. Teachers’ Challenges of Flipped
Learning Approach Mean SD Skewness Kurtosis
1. The shortage of class time hinders
me to use flipped learning approach. 2.20 0.88 0.89 1.24
2. Little access to online materials (videos, YouTube, etc.) prevents me to use flipped learning approach.
2.22 0.86 0.93 1.41
3. Few ICT technical supports at schools discourage me to use flipped learning approach in classroom.
1.88 7.99 0.97 1.13
4. Colleagues’ negative views about ICT hinder me to use flipped learning approach in the class.
3.08 1.12 -0.16 -0.87
5. School Administers’ negative views about ICT hinder me to use flipped learning approach in the class.
3.26
1.10 - 0.35 -0.73
6. I don’t have the knowledge on using ICT which prevents me to use flipped learning approach.
3.56 1.10 -0.43 -0.87
7. Time needed to learn using ICT prevents me to use flipped learning approach.
2.68 1.19 0.66 -0.65
8. Limited internet access among students prevents me to use flipped learning approach.
1.92 1.05 1.38 1.73
9. I feel it is a waste of time to use
flipped learning approach. 3.66 1.08 -0.78 -0.02
10. I feel using traditional method is better than flipped learning
approach. 2.54
0.97 0.22 -0.36
11. I feel teachers’ feedback is very important in the flipped learning
classroom. 3.92
0.75 -1.06 1.73
12. My students are not motivated to use online materials (videos, YouTube, etc.) outside the classroom hours.
3.58 1.09 -0.65 -0.30
13. Students are not interested to educational materials in flipped learning approach.
3.82 1.02 -0.455 -0.876
14. My students don’t like watching
short flipped video. 3.86 0.95 -0.758 -0.140
15. Flipped learning classroom gives my students a chance to communicate with other friends.
3.86 0.95 -1.058 1.039
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students prevents me to use flipped learning approach (mean = 1.92). Specifically, the respondents disagreed that few ICT technical supports at schools discourage me to use flipped learning approach in classroom (mean = 1.88). Overall, in this section we have 9 positive items, 4 neutral items and 2 negative items. The mean values for all positive items ranged from 3.92 to 3.08, it has shown that respondents have positive view towards the teachers’ challenges in implementing the flipped learning approach.
The mean values in the range between 2.68 to 2.20 suggested the respondents to undecided about the teachers’ challenges towards the implementation of flipped learning approach. Lastly, the mean values for all negative items ranged from 1.92 to 1.88, it has shown that respondents have negative view towards the teachers’
challenges in implementing the flipped learning approach. It can be said that the biggest teachers’ challenges in implementing flipped learning approach are they feel teachers’ feedback is very important in the flipped learning approach.
Based on the questionnaire, the researchers analyze the based on the listed teachers’ challenges towards the implementation of flipped learning approach. The sum of the mean score was firstly calculated whereby mean contributions for positively-worded items which are the 10th, 11th and 15th items. The 1st, 2nd, 3rd, 4th, 5th, 6th, 7th, 8th, 9th, 12th, 13th, and 14th items were determined as for the negatively-worded items. All the sum of mean scores was then calculated by summing up these obtained values.
According to Table 5, it can be said that the mean for teachers’ challenges towards the implementation of flipped learning classroom approach is 46.04, median is 47 and maximum value is 69. These statistics scores indicate those teachers’ challenges generally perceived by the respondents as marginal at best of their responds.
Table 5: Teachers’ Challenges towards the implementation of Flipped Learning Classroom Approach N Mean Median Mode Min Max SD Skewness Kurtosis Statistics 50 46.04 47.00 48.00 30.00 69.00 6.82 0.39 1.79
To identify the relationship between teachers’ perceptions and teachers’ challenges towards the implementation of flipped learning approach
A correlation test was conducted to find out the relationship between teachers’ challenges and teachers’
perceptions in implementation of flipped learning approach. The results are presented on Table 5 and 6. A correlation test revealed that there is no significant relationship between teachers’ challenges and teachers’
perceptions towards the implementation of flipped learning approach. The mean for teachers’ challenges towards the implementation of flipped learning approach is 46.04 and standard deviation value is 6.2 (M = 46.04, SD = 6.82). Meanwhile, the mean for teachers’ perceptions towards the implementation of flipped learning approach is 37.66 and standard deviation value is 4.29 (M = 37.66, SD = 4.29). In other words, teachers have better perceptions towards the implementation of flipped learning approach rather than teachers’ challenges.
Table 6: Descriptive Statistics of Teachers’ Challenges and Perceptions towards the Implementation of Flipped Learning Approach
Mean Std. Deviation N
Teachers’ Challenges 46.04 6.82 50
Teachers’ Perceptions 37.66 4.29 50
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Table 7: Correlations on Teachers’ Challenges and Perceptions towards the Implementation of Flipped Learning Approach
Teachers’ Challenges Teachers’ Perceptions
Teachers’ Challenges Pearson Correlation 1 .064
Sig. (2-tailed) .659
N 50 50
Teachers’ Perceptions Pearson Correlation .064 1
Sig. (2-tailed) .659
N 50 50
Results failed to reject the hypothesis null, showing that teachers’ perceptions do not have a significant relationship between teachers’ challenges because p value equal to 0.66. If p value is greater than 0.05, so the results fail to reject hypothesis null. Therefore, teachers’ perceptions do not have a significant relationship between teachers’ challenges, r (48) = 0.064, p >0.05, r2 = 0.004. Coefficient correlations show that 0.04% of variance in teachers’ challenges relate to the variance in teachers’ perceptions towards the implementation of flipped learning approach. The study investigated teachers’ perceptions and challenges towards the implementation of flipped learning approach. The results showed that most teachers agreed with teaching through online as the most useful teaching method in the classroom. On the other hand, the teachers’ perceptions result showed that the mean values for all positive items ranged from 3.56 to 4.04, it showed that respondents have positive perceptions of flipped learning approach. The mean values for all positive items ranged from 3.92 to 3.08, it has shown that respondents have positive view towards the teachers’ challenges in implementing the flipped learning approach. The mean values in the range between 2.68 to 2.20 suggested the respondents to undecided about the teachers’ challenges towards the implementation of flipped learning approach. Lastly, the mean values for all negative items ranged from 1.92 to 1.88, it has shown that respondents have negative view towards the teachers’ challenges in implementing the flipped learning approach. Results failed to reject the hypothesis null, showing that teachers’ perceptions do not have a significant relationship between teachers’
challenges.
However, teachers still need time to implement the flipped classroom learning because they agreed that it was an interesting approach (Osman et al., 2014). Teachers can conduct their lessons by using flipped classroom as an innovative learning instruction. Other than that, developing an innovative instructional tool can create a new pedagogical practice. Teachers can produce learning material and get the opportunity to use open source and social media tools. By showing the video to the slow learners, they can use it as the reference to solve their problem in the assessments (Baran, 2013). However, there is a lack of facilities and internet access but flipped learning classroom still can be implemented. Teachers can use it in developing their teaching method and apply it to their lessons. Meanwhile, they can use it as free tools and it should align it with the learning outcomes for English subject. Finally, this study can be a benchmark for teachers to enhance their material designs and change their teaching method to flipped classroom (Osman et al., 2014).
CONCLUSION
In conclusion, most teachers perceived flipped learning approach as an impactful method of teaching despite the challenges they might encounter during the implementation. The learning approach is significant and useful as it
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can improve teachers’ knowledge and teaching skills to suits the alpha generation who prone to learn using technology.
In addition, this approach can help teachers to be active in the classroom and motivate students to be more independant and student-centred. As compared to the traditional lectures where students receive the knowledge from teacher and do their homework individually, the flipped learning approach offers interactive learning in the classroom with teachers’ assistance and discussions with peers. By having the online platform, students and teacher were able to communicate and discuss about the topics easily before and after the classroom lessons. Teachers also have more opportunities to discuss about classroom activities and give immediate feedback. Based on the positive feedbacks from teachers, flipped learning approach is considered as a useful teaching method for 21st century learning. Therefore, support by the administration, adequate facilities and sufficient educational materials are highly recommended to ensure a succesful implementation of flipped learning approach.
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