Revamping The Teaching Of Educational Psychology Course: A Shift From Lecture Method To Flipped Classroom Approach

Abstract

This study evaluated the Flipped Classroom (FC) approach's efficacy in educational psychology course. To implement FC approach, student-centered learning environment was created in classroom utilizing the Inquiry Based Leaning (IBL) activities and recorded lectures on video for students to watch prior to the class. This study aimed to compare the students’ performance who attended FC approach and students who studied through traditional lecture-based classroom. FC approach was implemented at Institute of Education and Research, University of Peshawar, and Department of Education, Shaheed Benazir Bhutto Women University, Peshawar. All the prospective teachers from both institutes constituted the population of this study. All the students from the 5^th semester of the B.Ed. (Hons) program constituted the study’s sample. Utilizing pre-test, post-test quasi-experimental method, the students taught through lecture method for the first half of the semester. In the second half of the semester, students were randomly distributed into two groups: experimental and control. The experimental group was taught through FC approach while control group studied through lecture method. Achievement tests were constructed i.e., pre-test and post-test. A paired t-test was applied to measure the difference in mean scores in pre and post-test taken by both the groups. A two sampled t-test was applied to find out the difference in mean scores of the two groups in post-test to see the difference of performance of the two groups. The FC approach boosted active learning and enabled self-paced learning, and also improved peer and teacher interactions. Replacing traditional lectures with the FC approach is the recommendation of this study.