Flipping the undergraduate classroom: A case study

Abstract

Rapid development in information and communication technology (ICT) is changing the instructional strategies in Higher Education. This study aimed to identify the level of self-efficacy of B.Ed. (IT) undergraduates of a local University in a flipped classroom. Further it also investigated gender difference among the undergraduates self-efficacy in the classroom. A group of 35 student selected using convenience sampling method. This group divided into Group 1 as control group and Group 2 as intervention. Group one consists of 17 students and two consist of 18 students. Initially the two classes answered pre-survey questionnaire of self-efficacy. Then control group was exposed to conventional teaching whereas intervention group intervened with Padlet. Data were analyzed with SPSS and revealed the intervention group has high Cohen effect (d) = .53, which is considered moderate size compared Cohen effect (d) = .17, considered small. This study clearly exhibits intervention group has better self-efficacy than control group. Further, the effect size of control group revealed decline in self-efficacy. In study exhibits there is no difference by gender in terms of self-efficacy. It is expected further study should be conducted by taking in to account sample size, duration of intervention, and method.