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EVALUATING THE EFFECTS OF A LEARNER-LED FLIPPED CLASSROOM APPROACH (LLFCA) ON THE

STUDENTS‘ LEARNING AT IIUM

BY

POPOOLA KAREEM HAMED

A dissertation submitted in fulfillment of the requirement for the degree of Philosophy of Education

Kulliyyah of Education

International Islamic University Malaysia

FEBRUARY 2019

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ii

ABSTRACT

Flipped Classroom Method (FCM) is a sub-category of blended learning that combines face to face learning with on-line learning. A common feature of FCM is that it requires a lot of time and effort on the part of the teacher in what the researchers' term 'teacher-led' FCM. Contrastingly, in Learner-led flipped classroom Approach (LLFCA), the instructor attempts to involve learners not only in face to face instruction, but also in the preparation of on-line materials to be studied by peers.

LLFCA therefore makes for a very learner-centered experience where students conduct and participate in flipping the classroom. The study utilized a quasi- experimental, mixed-method research design to establish whether there was a statistically significant difference between learners exposed to LLFCA and those in a conventional classroom, in terms of their academic achievement, learning motivation and interaction. Interviews and observation were used to explore the reasons behind students' motivation, interaction and preparation before class. The study was conducted at a faculty of education in a government university in Kuala Lumpur, over a period of five weeks The experimental group (45) and the control group (33), were taught an undergraduate core course called 'Curriculum and Instruction' (EDC 3002) by the same instructor. However, the experimental group was taught using LLFCA, while the control group was taught using a conventional teaching method comprising lecture and student presentations. The results of the pretest, posttest and survey questionnaire indicated that LLFCA had a statistically significant impact on the academic achievement, motivation and interaction of learners in the experimental group, compared to those in the conventional class. Moreover, the qualitative and quantitative data confirmed that learners in LLFCA were more engaged and involved in their instruction than those in the conventional classroom. Lastly, the results of the study have implications regarding the implementation of socio-constructivist learning theory, practical application of pedagogical designs for learning intervention; and methodology for evaluating the effectiveness of learning programmes.

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iii

صخلم ثحبلا

ABSTRACT IN ARA

بولقلما لصفلا جهنم برتعُي

( m osssalC dpppllF l

dshtla

ينب عميج يذلا جمدلما ملعتلا نم عرف

)

ينثحابلا نم مامتىلاا نم يرثكلا ميلعتلا نم عونلا اذى يقل .تنترنلإا برع ملعتلا عم وجول ًاهجو ملعتلا :قرطلا نم ةعونتم ةعوممج في بولقلما لصفلا ذيفنت اولواح نيذلا لماعلا ءامرأ عيجم في ينملعلماو لم ةفلتمخ تاودأ مادختساك بلطتت انهأ يى بولقلما لصفلل ةعئاشلا ةمسلاو .تاجردلاو داولما فلتخ

."ملعلما هدوقي يذلا بولقلما لصفلاب" نوثحابلا وفصي ثيح ؛ملعلما بناج نم دهلجاو تقولا نم يرثكلا ،كلذل .لصفلا في ملعتلا ةطشنأو تنترنلإا برع ملعتلا رداصم عيجم دادعإب ملعلما موقي ،ىرخأ ةرابعبو وايح ( ملعتلما هدوقي يذلا بولقلما سيردتلا بولسأ في ملعلما ل

LLFCA

في طقف سيل ينملعتلما كارشإ )

نإف اذل .نارقلأا لبق نم اهتسارد بيج تيلا ةرشابلما داولما دادعإ في اًضيأ لب ،وجول ًاهجو سيردتلا

LLFCA

شلماو بيلقتلا ءارجإب بلاطلا موقي ثيح ملعتلما لوح ةروحمتم ةبرتج مدقت ،اذبهو .ويف ةكرا

نإف

LLFCA

ملهوصفب عتمتلاو ينبردتلما ةكراشم ىلع تاساكعنا اله ةساردلا هذى تمدختسا دقو.

ينب ةيئاصحإ ةللاد وذ قرف كانى ناك اذإ ديدحتل بييرجتلا وبشلا جهنلما مِدختسا ثيح طلتخلما جهنلما ـل اوضرعت نيذلا ينملعتلما

LLFCA

مىزامذإ ثيح نم ةيديلقتلا ةيساردلا لوصفلا في ةدوجولما كلتو

ءارو ةنماكلا بابسلأا فاشكتسلا ةظحلالماو ةلباقلما تمِدخُتساو ،لعافتلاو ملعتلا عفاودو ييمداكلأا يساردلا لصفلا لبق مىدادعإو مهلعافتو بلاطلا زيفتح .

تم ءارجإ ةعماج في ةيبترلا ةيلك في ةساردلا هذى

ةيموكح عيباسأ ةسخم ىدم ىلع ،روبلم لااوك في

ةيبيرجتلا ةعوملمجا نم ةفلؤم ةيدصق ةنيع ىلع )

54

) .)

EDC 3002

( "سيردتلا قرطو جىانلما" ىمست ةيساسأ ةدام مهميلعت تمو .) 33 ( ةطباضلا ةعوملمجاو ةيبيرجتلا ةعوملمجا سيردت تم ثيح مادختساب

LLFCA

ا بيلاسأ مادختساب ةطباضلا ةعوملمجاو ، سيردتل

.بلاطلل ةييمدقتلا ضورعلاو تارضالمحا مضت تيلا ةيديلقتلا ةنيعل يلبق رابتخا للاخ نم جئاتنلا دصر تمو

نايبتسلااو يدعبلا رابتخلااو يلبقلا رابتخلاا جئاتن تراشأ .جمانبرلا قيبطت دعب يدعب رابتخاو ،ةساردلا نأ

LLFCA

تاذ قورف دوجوب ينمّلعتلما ءادأ في نّستح ترهظأ تاجرد يطسوتم ينب ةّيئاصحإ ةللاد

ةعوملمجا في ينملعتلما ينب لعافتلاو ،زيفحتلاو ،ييمداكلأا ليصحتلا ىلع ّيدعبلا رابتخلاا لحاصل ينمّلعتلما في ينملعتلما نأ ةيمكلاو ةيعونلا تانايبلا تدكأو .يديلقتلا فصلا في ةدوجولما كلتب ةنراقم ،ةيبيرجتلا

LLFCA

اطارمزا رثكأ اوناك ةفاضلإاب .يديلقتلا يساردلا لصفلا في بلاطلا نم مهميلعت في ةكراشمو

في نوملعتلما دهش ،كلذ لىإ

LLFCA

نم مهنكم امد ،ملعتلما اىدوقي تيلا تاميلعتلا نم ىلعأ ىوتسم

ىوتمح نوملعتي نولازي لا امنيب ةيميلعتلا ةطشنلأاو باعللأاو تايجيتاترسلاا نم ةعونتم ةعوممج قيبطت اردلا ثم نمو .ةس نإف ،

LLFCM

ليصحتلا زيزعتل ةيربك تاناكمإ رهظُي ديدج يميلعت جهنم وى

بلاطلل يساردلا ملعتلا عفاودو ،

.وجراخ وأ لصفلا لخاد ءاوس ،لعافتلاو لصفلا لبق يرضحتلاو ،

،اًيرخأو ةيعامتجلاا ةيئانبلا ملعتلا ةيرظن ىلع راثآ اله ةساردلا جئاتن

ةيلمعلا تاقيبطتلاو ، ةقلعتلما

جمارب ةيلاعف مييقتل ةيجهنمو يوبترلا ميمصتلاب ملعتلا

.

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APPROVAL PAGE

The dissertation of Popoola Kareem Hamed has been approved by the following:

_____________________________

Abdul Shakour Duncan Preece Supervisor

_____________________________

Tunku Badariah Tunku Ahmad Co-Supervisor

_____________________________

Sharifah Sariah Syed Hassan Internal Examiner

_____________________________

Glenn Hardaker External Examiner

_____________________________

Supyan Hussin External Examiner

_____________________________

Saim Kayadibi Chairman

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DECLARATION

I hereby declare that this dissertation is the result of my own investigations, exceptl where otherwise stated. I also declare that it has not been previously or concurrently.

Submitted as a whole for any other degrees at IIUM or other institutions

Popoola Kareem Hamed

Signature... Date...

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COPYRIGHT PAGE

INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA

DECLARATION OF COPYRIGHT AND AFFIRMATION OF FAIR USE OF UNPUBLISHED RESEARCH

EVALUATING THE EFFECTS OF LEARNER-LED FLIPPED CLASSROOM APPROACH (LLFCA) ON THE STUDENTS’

LEARNING AT IIUM

I declare that the copyright holders of this dissertation are jointly owned by the student and IIUM.

Copyright © 2019Popoola Kareem Hamed and International Islamic University Malaysia. All rights reserved.

No part of this unpublished research may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without prior written permission of the copyright holder except as provided below

1. Any material contained in or derived from this unpublished research may be used by others in their writing with due acknowledgement.

2. IIUM or its library will have the right to make and transmit copies (print or electronic) for institutional and academic purposes.

3. The IIUM library will have the right to make, store in a retrieved system and supply copies of this unpublished research if requested by other universities and research libraries.

By signing this form, I acknowledged that I have read and understand the IIUM Intellectual Property Right and Commercialization policy.

Affirmed by Popoola Kareem Hamed

……..……….. ………..

Signature Date

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vii

This dissertation is dedicated to my beloved mother Alhaja Hamdalah Popoola and late Alhaji Kareem Popoola, for the unrelenting support they have afforded me, and for being there through thick and thin. I salute my parents who instilled the foundation

of great morals and values that brought me where I am today.

To my wife , Rukayat Salami Oyenike Popoola and my daughter Hannan Olamide Popoola for their sympathetic and acumen support given to me during the study.

Thank you for keeping track of my every move during the journey.

Thank you for keeping track of my every move during the journey

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ACKNOWLEDGEMENTS

First and foremost, I would like to praise and thank Allah SWT, the Almighty, who has granted countless blessings and everything to me, so that I have finally been able to accomplish this dissertation. There were times that my faith was the only thing that got me through. Thank you for the blessings of your favour upon my life. I have to acknowledge that the pursuit of my PhD journey is not a solo journey. The completion of this dissertation would not have become a reality without the invaluable support of several dissertation.

First, I would like convey my deepest gratitude to Asst. Prof. Dr. Abdul Shakour Duncan Preece, my respectful mentor for his wisdom and mentoring, as well as his willingness to counsel me, review my work, comment and advise and also for his patience, encouragement and very kind treatment. He provided me with extraordinary experiences throughout this dissertation. His leadership and dedication for teaching has set me an example I hope to follow someday. I am very proud to have had Asst. Prof. Dr. Abdul Shakour Duncan Preece as my supervisor. I am indebted to him more than he knows and will remember him forever. Also, I thank to my co.

Supervisors Assoc. Prof. Dr. Tunku Badariah Tunku Ahmad and Asst. Prof. Dr.

Madihah Khalid who were also my respectful mentors. Thank you very much for your support and guidance while I worked on my dissertation. It has been a privilege and a great honor to work under such knowledgeable and intuitive supervisors.

Moreover, many thanks go to Assoc. Prof. Dr. Sharifah Sariah Syed Hassan, Prof. Dr. Mohammad Sahari Nordin, Prof. Dr. Rosnani Hashim, Late, Assoc. Prof. Dr.

Che Noraini Hashim, for their support. In addition to all the lecturers in the Kulliyyah of Education, I would also like to thank all the staff in the Kulliyyah of Education for their cooperation.

I want to thank my colleagues for their support and help. All of you are great friends. I would particularly like to acknowledge Ali Alkhosbani, I thank him for his support and friendship. He has helped me in ways that he might not even know. It would be very difficult to find adequate words to convey how much I owe these people.

The PhD journey would have not been completed without the unconditional love and unfailing encouragement, faith, sacrifices and prayers of my family. My heartfelt thanks go to my beloved parents, the Alhaja Hamdalah Popoola and late Alhaji Kareem Popoola, for the unrelenting support they have afforded me, and for being there through thick and thin. I salute my parents who instilled the foundation of great morals and values that brought me where I am today. Thank you for keeping track of my every move during the journey. My families have been central to my completion of this journey. Their complete and unconditional love is always carried with me at all times. Without them, this dissertation would never have been written lots of love and gratitude goes to my beloved Salami Rukayat Oyenike Popoola and Hanan Olamide Popoola for their uncounted and continuous love, continuous care, encouragement and support for me. May Allah reward and help them all.

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TABLE OF CONTENTS

Abstract ... ii

Abstract in Arabic ... iii

Approval Page ... iv

Declaration ... v

Copyright Page ... vi

Dedication ... vii

Acknowledgements ... viii

List of Tables ... xv

List of Figures ... xvii

CHAPTER ONE: INTRODUCTION ... 1

1.1 Background of the Study ... 1

1.2 Problem Statement ... 5

1.3 Objectives of the Study ... 7

1.4 Research Questions ... 8

1.5 Hypotheses of the Study ... 8

1.6 Significance of the Study ... 9

1.7 Theoretical Framework ... 11

1.8 Conceptual Framework ... 14

1.9 Delimitations of the Study ... 16

1.10 Background of the Course (Curriculum and Instruction) ... 17

1.11 Operational Definition of Terms ... 17

1.11.1Blended Learning ... 17

1.11.2The Flipped Classroom Model (FCM) ... 17

1.11.3A Learner-Led Flipped Classroom Approach (LLFCA) ... 18

1.11.4Academic Achievement ... 18

1.11.5Learning Motivation ... 18

1.11.6Learning Interaction ... 19

1.11.7Preparation Ahead of Class ... 20

1.11.8Flippers (Presenters) ... 20

1.11.9Flippees ( Recievers) ... 20

1.12 Summary ... 20

CHAPTER TWO: LITERATURE REVIEW ... 23

2.1 Introduction ... 23

2.2 Blended Learning ... 23

2.3.1 Effects of Blended Learning on Student Learning ... 26

2.3 Technology and Flip Instruction ... 27

2.4 Flipped Learning ... 30

2.5 The Emergence of Flipping ... 31

2.6 Reviews on Flipped Learning ... 34

2.7 Higher Education and A Flipped Classroom ... 39

2.8 Flipped Classroom in Malaysian Higher Education ... 40

2.9 Flipping in Practice ... 42

2.9.1 Pre-Class ... 45

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2.9.2 In-Class ... 48

2.9.3 Post-Class ... 49

2.10 Advantages and Disadvantages of A Flipped Classroom ... 52

2.11 Flipped Classroom and Students' Achievements ... 55

2.12 Learning Motivation and Flipped classroom ... 57

2.12.1Students' Engagement in Flipped Classroom ... 61

2.13 Students' Interaction and Flipped Classroom ... 63

2.14 Theoretical Background ... 67

2.14.1Bloom‘s Taxonomy ... 67

2.15 The Constructivist Learning Theory ... 69

2.15.1Student-Centered Learning ... 72

2.15.2Problem-Based Learning (PBL) ... 74

2.15.3Peer Instruction (PI) ... 77

2.15.4Educational Games and Digital Storytelling ... 79

2.16 Flipped Classroom Model as Grounded from Prophet Mohammad‘s (P.B.H.U) Teachings and Practice ... 84

2.16.1The Problem Solving Approach ... 85

2.16.2The Step-by Step Approach ... 85

2.16.3The Question and Answer Approach ... 85

2.16.4Congregational Sermons ... 86

2.16.5The Analogy Teaching Approach ... 86

2.16.6The Use of Demonstration ... 87

2.17 Summary of the Literature Review ... 88

CHAPTER THREE RESEARCH METHODOLOGY ... 89

3.1 Introduction ... 89

3.2 Research Design... 89

3.2.1 Explanatory Sequential Mixed Methodsl Design ... 89

3.2.2 Triangulation ... 92

3.3 Quantitative Phase of the Study ... 94

3.4 The Study Setting ... 95

3.5 Study Participants and Sampling ... 96

3.6 Instrumentation ... 97

3.6.1 Pre and Post Test ... 97

3.6.2 Rubric ... 98

3.6.3 The Learner Motivation Questionnaire ... 99

3.6.4 Interaction Survey ... 101

3.7 Instruments Validity... 103

3.7.1 Validity of the Achievement and Answer Keys ... 103

3.7.2 Content Validity of the Motivation and Interaction Instruments ... 104

3.7.3 Construct Validity of the Motivation and Interaction Instruments ... 106

3.7.4 Validity of the Experimental Design ... 106

3.8 The Pilot Study ... 108

3.9 Experimental Procedures ... 111

3.9.1 Intervention ... 114

3.10 Development of the Learner LED Flipped Classroom Approach ... 115

3.11 The Data Collection Procedure ... 117

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3.12 Quantitative Data Analysis ... 118

3.12.1ANCOVA ... 118

3.12.2The Independent Sample T-test ... 119

3.12.3Pearson Product-Moment Correlation Coefficient (PPMCC) ... 120

3.13 Sample of the Study ... 122

3.14 Semi Structured Interviews ... 122

3.15 Validity of the Semi Structured Interview Questions ... 124

3.16 Trustworthiness and Quality Assurance ... 125

3.17 Management and Analysis ... 126

3.17.1The Use of QSR (Nvivo) ... 127

3.18 A Summary of the Quantitative and Qualitative Analysis Procedures ... 127

3.19 Data Screening ... 128

3.19.1Participants‘ Demographic Information ... 129

3.19.2Students‘ Academic Achievements: A descriptive Exploration .... 130

3.19.3Q-Q Plots Analysis ... 133

3.19.5Multivariate Outliers ... 134

3.19.7Assumption of Sample Size ... 136

3.19.8Assumption Homoscedasticity ... 136

3.19.9Assuption of Independence of the Residual ... 137

3.20 Summary ... 137

CHAPTER FOUR RESULTS AND ANALYSIS ... 139

4.1 Introduction ... 139

4.2 Academic Achievements of Students in A Learner LED‘ Flipped Classroom and a Conventional Classroom ... 140

4.3 Learning Motivation of Students in Learner LED Flipped Classrooms and the Conventional Classroom ... 143

4.4 Learning Interactions Students in a Learner LED‘ Flipped Classroom and A Conventional Classroom ... 146

4.5 Relationship between Academic Achievements, Learning Interactions and Motivation ... 149

4.5.1 Relationships between Academic Achievement, Learning Motivations and Interactions of Students‘ in a Learner-LED Flipped Model ... 151

4.6 Summary of Quantitative Results ... 152

4.7 Study Phase Two: Qualitative Data Analysis ... 157

4.7.1 Motivation, Interaction and Preparation Ahead of Class in A Learner-Led Flipped Classroom Model ... 157

4.7.1.1 Nvivo ... 158

4.7.1.2 Demographic Information of the Participants ... 158

4.7.1.3 Reports of the Inter-Rater Reliability of the Emerged Themes ... 159

4.8 Student Learning Motivation in a Learner Led Flipped Classroom Approach ... 161

4.9 Learners‘ Motivation As Flippers (Presenters) ... 163

4.9.1 Students‘ Attention as Flippers (Presenters) ... 163

4.9.2 Relevance of a Learner-led Flipped Classroom Approach from the Students as Flippers (Presenters) Perspectives ... 168

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4.9.3 Confidence in the Learner-led Flipped Classroom Approach

from the Students as Flippers (Presenters) ... 171 4.9.4 Students‘ Satisfaction in the Learner-led Flipped Classroom

Approach from the Students as Flippers (Presenters)

Perspectives ... 175 4.10 Learners‘ Motivation As Flippees (Receivers) ... 178 4.10.1Students‘ Attention as Flippees (Receivers) ... 178 4.10.2Students‘ Attention in a Learner-led Flipped Classroom

Approach, the Experience of Students as Flippees (Receivers) ... 178 4.10.3Relevance of the Learner-led Flipped Classroom Approach:

Experience of Students as Flippees (Receivers) ... 181 4.10.4Students‘ Confidence in a Learner-led Flipped Classroom

Approach: Experience of Students as Flippees (Receivers) ... 186 4.10.5Students‘ Satisfaction in the Learner-led Flipped Classroom

Approach: Experience of Students as Flippees (Receivers) ... 189 4.11 Students Learning Interactions in a Learner LED Flipped Classroom

Approach ... 192 4.12 Learners‘Interactions As Flippers (Presenters) ... 194

4.12.1Learner-Learner Interactions, Participants as Flippers

(Presenters) ... 194 4.12.2Learner-Instructor Interactions, Participants as Flippers

(Presenters) ... 198 4.12.3Learner-Material Interaction, Participants as Flippers

(Presenters) ... 200 4.13 Learners‘ Interactions As Flippees (Receivers) ... 203

4.13.1Learner-Learner Interactions, Participants as Flippees

(Receivers) ... 203 4.13.2Learner-Instructor Interactions, Participants as Flippees

(Receivers) ... 207 4.13.3Learner-Material Interaction, Participants as Flippees

(Receivers) ... 209 4.14 Students Preparation Ahead of Class in the Learner LED Flipped

Classroom Approach ... 212 4.15 Students Preparation Ahead of Class in A Learner LED Flipped

Classroom Approach As Flippers (Presenters) ... 213 4.16 Students Preparation Ahead of Class in a Learner-LED Flipped

Classroom Approach as Flippees (Receivers) ... 215 4.17 Participant Observations ... 217 4.18 Participants Observation of Learners‘ Motivation ... 218 4.19 Learners‘ Motivation as Flippers (Presenters) from the Participant

Observations ... 220 4.19.1Attention of Learners as (flippers) in the Learner-led Flipped

Classroom Approach from the Participant Observations ... 220 4.19.2Relevance of a Learner-LED Flipped Classroom for Learners as

(Flippers) in a Learner-LED Flipped Classroom Approach from the Participants Observations ... 222 4.19.3Confidence of Learners as (Flippers) in a Learner-LED Flipped

Classroom Approach from the Participant Observations ... 222

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4.19.4Satisfaction of Learners as (flippers) in the Learner-LED

Flipped Classroom Approach from Participant Observations ... 224

4.20 Learners‘ Attention as Indicators of Motivation As Flippees (Receivers) From Participant Observations ... 224

4.20.1Relevance of the Learner-Led Flipped Classroom for Learners as (Flippees) in a Learner-Led Flipped Classroom Approach from the Participant Observations ... 226

4.20.2Confidence of Learners as (Flippees) in a Learner-Led Flipped Classroom Approach from Participant Observations ... 227

4.20.3Satisfaction of Learners as (Flippees) In A Learner-Led Flipped Classroom Approach from Participant Observations ... 228

4.21 Students Learning Interactions in the Learner-LED Flipped Classroom Approach From Participant Observations ... 229

4.22 Learners‘ Interactions As Flippers (Presenters) from Participant Observations ... 230

4.22.1Learner-Learner Interactions, Participants as Flippers (Presenters) ... 230

4.22.2Learner-Instructor Interactions, Participants as Flippers (Presenters) ... 231

4.22.3Learner-Instructor Interactions, Participants as Flippers (Presenters) ... 232

4.23 Learners‘ Interactions As Flippees (Receivers) From Participant Observations ... 233

4.23.1Learner-Learner Interactions, Participants as Flippees (Receivers) ... 233

4.23.2Learner-Instructor Interactions, Participants as Flippees (Receivers) ... 234

4.23.3Learner-Material Interactions, Participants as Flippees (Receivers) ... 235

4.24 Summary of Qualitative Results ... 236

4.25 Triangulation of the Quantitative and Qualitative Results ... 237

CHAPTER FIVE DISCUSSION AND CONCLUSION ... 244

5.1 Introduction ... 244

5.2 Discussion of Findings ... 244

5.2.1 The Impact of A Learner-Led Flipped Classroom Approach on Students‘ Academic Achievements ... 245

5.2.2 The Impact of A Learner-Led Flipped Classroom Approach on Students‘ Learning Motivations ... 246

5.2.3 The Impact of A Learner-Led Flipped Classroom Approach on Students‘ Learning Interactions ... 248

5.2.4 Relationship between Academic Achievement Learning Interactions and Motivation ... 250

5.3 Implications of the Study ... 252

5.3.1 Theoretical Implications ... 252

5.3.2 Methodological Implications ... 254

5.3.2.1 Implication for Curriculum and Course Designers ... 254

5.3.2.2 Implications for Educators ... 255

5.4 Limitations of the Study... 257

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5.5 Recommendations for Future Research ... 260

5.6 Conclusion ... 261

REFERENCES ... 264

APPENDIX A : MULTIPLE CHOICE QUESTIONS (MCQ) ... 283

APPENDIX B : MOTIVATION AND INTERACTION QUESTIONNAIRE ... 270

APPENDIX C : COURSE OUTLINE FOR CURRICULUM AND INSTRUCTION ... 274

APPENDIX D : APPROVAL LETTER FROM THE DEPARTMENT ... 283

APPENDIX E1 : INTERVIEW PROTOCOL ... 284

APPENDIX E2 : CONSENT FORM FOR PARTICIPANTS ... 285

APPENDIX F : INTERVIEW TRANSCRIPTIONS ... 286

APPENDIX G : INTER-RATER RELIABILITY ... 315

APPENDIX H : REATING FOR RELIABILITY RESULTS ... 322

APPENDIX I : OBSERVATION IMAGES ... 324

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xv

LIST OF TABLES

Table No. Page No.

3.1 Research Phases and Triangulation of Results 94

3.2 The Number, Programs and Year of Study for

Undergraduate Students in Study Settings 95

3.3 The Subject Code Programmes and Students Registered for

C & I 96

3.4 Questionnaire Items Following the ARCS Model 100

3.5 Questionnaire Items Following Moore (1989) 102

3.6 Item Content Validity Index (I-CVI) for Learning

Motivation and Interactions 105

3.7 Factor Loadings from Items Measuring Learners‘ Motivation

N= (50) 110

3.8 Factor Loadings from Items Measuring Learners‘

Interactions (N=50) 111

3.9 The Instruments and the Reliability Test Value 112

3.10 The Quasi Experimental Design 113

3.11 Schedule of the Achievement Tests & Topics 114

3.12 Marking Criteria to Assess Students in LLFCA 118

3.13 Analysis Procedures for the Quantitative Phase 119 3.14 Alignment of Quantitative Data Source to Research

Questions 122

3.15 Qualitative Data Sources 128

3.16 The Data Analysis Procedure for both Quantitative and

Qualitative Results 129

3.17 Participants‘ Demography 130

3.18 A Descriptive Comparison of Students‘ Pre-test and Post-

test Scores 132

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3.19 Assumption Check of Multicollinearity 135

3.20 Residuals Statistics 136

3.21 Independence of Residuals 138

4.1 Analysis of Covariance of Students Achievement Obtained Scores in Evaluating the (LLFCA)

143

4.2 Descriptive Analysis of the Experimental and Control

Groups 145

4.3 Differences between the Learner-Led Flipped Classroom Approach and the Conventional Model on their Learning

Motivations 146

4.4 Descriptive Analysis of the Experimental and Control

Groups 148

4.5 Differences between the Learner-Led Flipped Classroom Approach and the Conventional Model on Learning

Interactions 149

4.6 Correlation between Academic Achievement, Motivation

and Interactions 152

4.7 Summary of the Quantitative Analysis Phase and

Interpretation 157

4.8 Characteristics of the Participants in In-depth Interviews 160

4.9 Emergent Sub-themes from the Participants 162

4.10 Emergent Sub-Themes from the Participants Learning

Interactions 194

4.11 Learners‘ Preparation Ahead of Class 214

4.12 Emergent Sub-themes for the Participants‘ Motivations in

the Observation Section 220

4.13 Emergent Sub-Themes from the Participants from

Participant Observations 230

4.14 Summary of the Quantitative and Qualitative Analysis 241

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LIST OF FIGURES

Figure No. Page No.

1.1 Conceptual Framework 15

2.1 The Stages of Flipping a Class (Driscoll, 2005) 45

2.2 Bloom Taxonomy and Flipped Classroom 68

3.1 The Study‘s Sequential Explanatory Model 92

3.2 Sample of the Achievement Tests 98

3.3 Learner-led Flipped Class Model (LLFCA), Abdul Shakour

& Popoola (2016). 116

3.4 Data Collection Procedure 118

3.5 Interpretation of Cohen‘s d Size of Effect 121

3.6 Learning of Curriculum and Instruction between the Experimental and Control Group; Pre-test, Post-test and

Obtained Scores (N=78) 133

3.7 Normal Probability of Plot 134

3.8 P-P Plot Normality Distribution Test 136

3.9 Scatter Plot of Regression Standardized Residual 138 4.1 Differences in Post-test Academic Achievements in

Curriculum and Instruction of Experimental and Control

Groups. N= (78) 144

4.2 Differences between a Learner-Led Flipped Classroom Approach and the Conventional Model on Students Learning

Motivations 147

4.3 Differences between the Learner-Led Flipped Classroom Approach and the Conventional Model on Learning

Interactions 150

.4.4 The Themes and Sub-themes for Student Motivation in a

Learner-Led Flipped Classroom Approach 163

4.5 Themes and Sub-themes for Interactions in Learner-Led

Flipped Classrooms 195

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4.6 Themes for Student Preparation Ahead of Class in a Learner-

Led Flipped Classroom 213

4.7 4.7 Themes and Sub-themes for Participant Observations of

Learners‘ Motivation in the Learner-Led Flipped Classroom 221 4.8 The Themes and Sub-themes for Motivation in a Learner-

Led Flipped Classroom Approach from Participant

Observations 231

4.9 Triangulation of the Results from Quantitative and

Qualitative Data Sources 239

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CHAPTER ONE INTRODUCTION

The introductory part of this chapter presents a general overview of the study. It commences with a background of the study that elaborates on the holistic meaning of a learner led flipped classroom and its concepts. The study is then narrowed down to the focus of the research. It further explains the statement of problem which also provides reasons for carrying out the present research and justifications for the problems. The research objectives and questions are also provided to guide the research procedures. The significance of the research is explained, limitation and scope of the study are provided to demonstrate the boundaries of the study. The chapter is concluded with operational definitions of key terms.

The drive of Higher institutions i.e. universities and colleges does not only concerned with the knowledge transfer but also required to enhance learning environment and experiences that enable learners to construct knowledge for themselves, to make learners members of learners‘ community who make discoveries and problem solving.

(Henard& Leprince, 2008).

1.1 BACKGROUND OF THE STUDY

An important challenge for curriculum designers and developers has always been the need to predict the future. Experts need to design educational programmes and materials that will suit the needs of learners and society, not only now, but also in the future. The experts need to anticipate changes that are likely to take place in tomorrow's world in terms of technology, economy and political changes (Ornstein &

Hunkins, 2010). Today, we witness the way communication technology has transformed the lives of learners with the advent of mobile phones, the internet and

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social media. The way we communicate and interact affects the way curriculum and instructions are developed and vice versa.

In line with this is the growth of 'blended learning‘. This is an approach from the world of Information and Computer Technology (ICT) that uses face to face and online learning in the classroom. Blended learning takes advantage of the increase in learner connectedness coupled with an increase in the amount of time they spend online (Embi, Nordin & Panah, 2014). A sub-category of blended learning, namely a 'flipped classroom', is fast becoming a popular way to conduct and structure courses with today's instructors. A flipped classroom requires a facilitator to upload course content online so that students can access it outside a class in the form of videos, PowerPoints, articles and websites. Following this, learners will attend a class and discuss the information given along with their peers and teachers. Tasks, activities and even assessments may be given, to test learners' understanding and their application of knowledge. This essentially turns the class around by flipping the class, because instead of students studying in class and carrying out assignments at home as they do in conventional classes, learners do the assignments in class and study at home. This actively engages them in their learning and helps them gain a deeper understanding of the content by talking about it and asking questions on points they do not understand.

This is in contrast with regular classes where they sit passively while a teacher or lecturer talks.

There are several advantages and disadvantages of flipped classrooms. The first advantage is that students can access course materials anywhere and anytime.

This is particularly useful for mature students who are juggling with wok and study time. Secondly, accessing materials online caters for different learning abilities by allowing slow readers to study at their own pace, while fast learners who may be familiar with some of the content can move forward faster.

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Thirdly, online access gives the burden of learning responsibility on the shoulders of the students. This makes learners more independent and less reliant on teachers as content instructors or PowerPoint slide readers. This promotes a more learner-centred approach, which is important in this information age which we live in (Morse & Allensworth, 2015). Lastly, flipped classrooms encourage students to attend classes prepared, thus enabling teachers to focus on questions and problems that student may have, helping them understand and apply their knowledge, rather than spending time instructing them.

Despite its many benefits, the flipped classroom pedagogy is not without its challenges. One obvious drawback is if students do not have internet access, they cannot access the materials online. However, with the spread of wireless technology and the preponderance of smart phones, the number of students who are unable to connect to the internet is becoming increasingly small, particularly in urban settings.

Another disadvantage is student motivation and time-management. If students are not self-motivated or lack time management skills, they may fail to prepare and read the course materials before class, rendering them unable to complete the tasks set by the teacher. This is particularly true when other teachers are conducting flipped classes with the same students as they need to prepare for several courses. Motivation is considered as one of important components of learning process. Indeed, Hsieh et al.

(2008) state that motivation is about students‘ adoption of classroom activities or tasks and their efforts and aims to complete those tasks. The learner-led flipped classroom approach is designed to enhance students‘ motivation by providing them with a significant opportunity of autonomy and responsibility over their learning. Millennial students expect a high degree of engagement in classrooms. A study by Prince (2004) stated that students learn most effectively through active learning. However, in order

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to shift from a lecturing model to another instructional teaching method which combines an interactive model, educators have focused on the ‗student led‘ flipped classroom pedagogy. The results of Musallam‘s study (2012) recommended that teachers should use their videos to move from a classroom instructional model to a home work setting, such as a learner-led flipped classroom.

Flipped classrooms also draw on concepts such as active learning, student engagement, hybrid course designs, and course podcasting (Educause, 2012). It overlaps with other instructional tools, such as reverse instructions, inquiry learning, blended learning, and online instructions, through the use of podcasting or screen casting, Web 2.0 resources, and inquiry activities (Bennett et al., 2012). The term of active learning needs to be highlighted here, as it is an essential in-class instructional method of flipped classrooms. Active learning is defined by the education community as the ―involvement of students in their own learning‖ and encompasses a variety of instructional techniques where students participate in activities during class time and involves more than mere passive listening (Zappe et al., 2009). The core elements of active learning are student activities and engagement in the learning process (Prince, 2004). The flipped model places more responsibility for learning on the shoulders of students while also providing them with a greater impetus to experiment. Activities in class can be student-led, and communication among students can become the determining dynamic of a session devoted to learning through hands-on work (Educause, 2012).Thus, the shift in the teaching pattern is extremely crucial for learners‘ academic achievements and could greatly impact students‘ perceptions of a particular subject and even education as a whole.

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5 1.2 PROBLEM STATEMENT

Gray Stager is a journalist and an educator. He is also considered as a critic of flipped learning model. He articulated concerns about the model in a radio discussion with Aaron Sams on a Southern California Radio (2013). He argued that the flipped learning model emphasised too much on lectures and homework, neither of which is creative or productive. He further explained that a flipped classroom is symptomatic of a bloated curriculum. Due to the nature of institutions and schools that need to cover too much content inside a class, he predicted that a mediocre teacher or lecturer might get hired to provide a video of lectures that are not really suit the learners needs.

Sams and Bergmann (2014) explored Stager‘s concerns and emphasized that teachers need to have the skills required for the implementation of flipped classroom. Thus, the present study emerges to present a learner-led flipped classroom approach that enables a dynamic change of students‘ roles as a merely watchers of videos of the FCM, to producers and presenters, by engaging students to lead a classroom with teacher guidance.

Teacher-centered lecturing methods can be boring and trigger passive and dependent University students who are passive and dependent. A flipped classroom, which is a variety of blended learning, aims to engage students by making them more involved and responsible for their learning. However, sometimes, students come to class unprepared, not having read the materials posted online.

There are five related obstacles faced by students during the application of a flipped classroom model. Some negative comments were related to video lectures prepared by teachers. For instance, the study of Kettle (2013, p.594) highlighted that watching videos was considered to be the least effective and enjoyable classroom activity and that the video was principally unhelpful (DeSantis et al., 2015). In

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addition to this, students were not able to ask questions immediately while watching lesson videos (Bhagat et al., 2016) and also preparing flipped classroom materials required considerable start-up effort Chen (2016). Furthermore, some students required clear instructions on how to become independent and productive in a group during classes (Grypp & Luebeck, 2015). The present study sets out to make flipped classroom more learner-centred by getting students to lead the flipped classrooms, under the guidance of their lecturers. In this way, they will become more active and it will require them to understand the materials well before they present them to the rest of the class. It will also add a variety of teaching approaches that are more learner- centred and constructivist in nature.

Moreover, despite the increment of teacher-led models being practiced in colleges, universities and institutions, educators still highlight little to no empirical data that supports this new instructional pedagogy. Indeed, some research on flipped class models are merely anecdotal (Herreid & Schiller, 2013). The type of teaching approach typically experienced in flipped learning in higher education institutions is a teacher-led approach. Unfortunately, the teacher-led approach often results in demotivated students (Adler & Hansen, 2012).

Besides, various studies in flipped classroom in 2013, 2014 and 2015 showed different fields of studies, including science and social courses, such as information systems (Davies et al., 2013), chemistry (Baepler et al., 2014), algebra (Love et al., 2014), economics (Roach, 2014), engineering, sociology and humanities (Kim et al., 2014), integrated humanities (Kong, 2014), physiology (Talley & Scherer, 2013), statistics (Touchton, 2015), public health (Simpson & Richards, 2015), calculus (McGivney Burelle & Xue, 2013), science, technology, engineering, or mathematics (STEM; McLaughlin et al., 2014), business (Warner et al., 2014), and English

Kulliyyah of

Rujukan

DOKUMEN BERKAITAN

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