Effect of Flipped Classroom Instruction on Academic Performance among Future Teacher Educators

Description

Page: 373-379

Renu Yadav and Aarti Yadav (Department of Teacher Education, School of Education, Central University of Haryana)

The study examines the effect of flipped classroom instructions on academic achievement among future teacher educators within the framework of Indian higher education. In light of the pedagogical transformations advocated by the National Education Policy (NEP) 2020, a quasi-experimental pre-test/post-test control group design was implemented. A sample of 30 M.Ed. students from a Central University was divided into experimental and control groups, matched on prior academic performance. The control group received instruction via the traditional 5E model, while the experimental group engaged with a 5E-based flipped classroom approach incorporating pre-class digital content and in-class interactive learning activities. To evaluate academic achievement, a standardized test grounded in Bloom’s Revised Taxonomy was administered. Statistical analyses-including Levene’s Test, Kolmogorov-Smirnov Test, t-tests, Mann-Whitney U Test, and Cohen’s d-were used to validate results and measure effect size. The findings indicated no significant differences in baseline performance; however, post-test results demonstrated a statistically significant improvement in the experimental group (U = 62.5, p = 0.037), accompanied by a moderate effect size ® = 0.38). The results substantiate the efficacy of flipped classroom pedagogy in enhancing conceptual understanding, fostering higher-order thinking, and promoting student engagement. The study affirms that flipped learning aligns with NEP 2020’s vision for learner-centered and technology-integrated teaching practices. It emphasizes the need for strategic investments in digital infrastructure and faculty development to facilitate the integration of flipped methodologies in teacher education. These insights contribute to ongoing discourse on instructional innovation and evidence-based policy in Indian higher education.