The Flipped Classroom: The Use of Factor Analysis in Determining the Factors of Acceptance

Abstract

A face-to-face learning style is still in the current practice of teaching and learning (T&L) where teachers will give lectures and notes in class. However, the students especially the non-computer science students face difficulties learning it on their own and need guidance from knowledgeable persons to understand the programming concept, syntax and development in-depth. Therefore, the flipped classroom approach is used to improve students' learning style. This approach allows students to learn the subject by watching videos of the lessons frequently. Therefore, they can focus more on exercises in class. Besides, this scenario gives an opportunity for interaction and active learning to take place in the class. However, it is not easily implemented among non-computer science students. The purpose of this study is to determine the factors that considered important in measuring students' acceptance towards flipped classroom approach. A set of questionnaire consists of 33 questions was disseminated to 76 mathematical science students. This paper reveals that the non-computer science students accept flipped classroom approach as a medium to learn the programming subject in higher education level.