UPSI Digital Repository (UDRep)
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Abstract : Universiti Pendidikan Sultan Idris |
This research aimed to investigate the effectiveness of flipped classroom approach in improving
students’ cause and effect essay writing skills compared to the conventional teacher-centred
approach. Samples consisted of two randomly selected intact groups from the Foundation Level
students of a university, with a total number of 60. The control group went through the
conventional teacher-centred lecture while the experimental group was exposed to the
flipped classroom approach. This research involved a mixed-method design which used both
the qualitative and quantitative approaches. Data were collected through a quasi-experimental
method involving a post- test and also group interview and classroom observation sessions.
Quantitative data were analysed using independent sample t-test and the qualitative data were
analysed using thematic analysis. The findings indicated that the students were generally
in favour of and were interested in learning through flipped classroom approach due to the
flexibility of the learning materials and enhancement of lecturer-students
interaction. The t-test result for post-test showed that the experimental group differed
significantly from the control group [t (58) = -9.607; p < .05]. The mean score of the post-test of
the experimental group (M=16.50 ; SD=1.358) was higher than the mean score of the control group
(M=12.20 ; SD=2.041). In conclusion, it showed that the flipped classroom approach was effective in
improving students’ cause and effect essay writing skills in comparison to the conventional
teacher-centred approach. The ation of the research reflected that further research
should be conducte o
expand the implementation of flipped classroom approach to other writing genres.
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