Inverted classroom improves pre-university students understanding on basic topic of physics: the preliminary study

• Main Authors: Elnetthra Folly Eldy, Jackson Chang Hian Wui, Siti Nazirah Butai, Nur Fadzilah Basri, Huzaikha Awang, Wardatul Akmam Din, Sazmal Effendi Arshad
• Format: Article
• Language: English
• Published: Journal of Technology and Science Education 2019
• Subjects: LB1025-1050.75 Teaching (Principles and practice); PE1001-1693 Modern English
• Online Access: https://eprints.ums.edu.my/id/eprint/42405/1/FULL%20TEXT.pdf; https://eprints.ums.edu.my/id/eprint/42405/; https://doi.org/10.3926/jotse.599

This paper discusses the effectiveness of the inverted classroom implemented in a pre-university physics classroom on topics of classical mechanics. Inverted classroom moves from traditional lectures to providing students with pre-recorded lectures and other materials such as videos, online quizzes and online exercises to foster independent learning. In this study, the classroom was divided into two groups: a control group and experimental group intervened with the inverted classroom; in evaluating the efficiency of the intervention, at the end of the module, both groups were tested using tests that are similar. The findings show that there was a significant difference between control group and experimental group on their pre-test and post-test score. It implies the potential use of this approach in other basic topics of pre-university physics classroom.