Enhanced Student Class Attendance by Using Concept of Flipped Classroom Approach

https://doi.org/10.35912/jshe.v3i2.1240
Published: Feb 3, 2023

Abstract:

Purpose: The absenteeism of students in the classroom at an education institute is the interventional issue for this study and the flipped classroom method is used to solve or minimize this issue.

Methodology: This study was conducted on 100 (before and after) students of the 2020-21 session (Bangla, English, Philosophy, Mathematics and Statistics courses) of two reputed colleges in Dhaka City. The collected data were analyzed and compared using independent t-test methods, where instructional intervention was an independent variable, and class attendance and mid-term mark were considered dependent variables.

Results: The results of this study show that the class attendance and mid-term exam mark of students in the two groups (flipped method and traditional method) are statistically significant at a 5% level of significance (class attendance t =15.54, p = 0.00, <0.05, mid-term exam mark, t =17.83, p = 0.00, <0.05). The classroom class attendance and mid-term exam mark for the students in the flipped method group (class attendance: mean score 89.62, mid-term exam mark: mean score 20.58) were significantly greater than that of the traditional method group (class attendance: mean score 49.22, mid-term exam mark: mean score 8.54).

Limitations: In this study, only 100 students’ data was collected from two reputed colleges in Dhaka city, consequently the results obtained from this study may not represent the overall context.

Contribution: These two statistical results indicate the flipped classroom approach is better than the traditional approach. Thus, applying flipped classroom model to teaching keeps students engaged in a variety of activities before/in/after class, increased learning interest, and reduces student absenteeism.

Novelty: The method applied in this study has opened new horizons instead of the long-standing conventional idea in the field of education.

Keywords:
1. Flipped Classroom
2. Active Learning
3. Students’ Perception
Authors:
Bipul Kumar Sarker
Habibullah Bahar College, Bangladesh
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Sarker, B. K. (2023). Enhanced Student Class Attendance by Using Concept of Flipped Classroom Approach. Journal of Social, Humanity, and Education, 3(2), 105–117. https://doi.org/10.35912/jshe.v3i2.1240
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Issue & Section
Vol. 3 No. 2 (2023): February
Articles
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This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

References

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    Agung, A. S. N., Surtikanti, M. W., & Quinones, C. A. (2020). Students’ perception of online learning during COVID-19 pandemic: A case study on the English students of STKIP Pamane Talino. SOSHUM: Jurnal Sosial Dan Humaniora, 10(2), 225-235.

    Ardan, M., Rahman, F. F., & Geroda, G. B. (2020). The influence of physical distance to student anxiety on COVID-19, Indonesia. Journal of Critical Reviews, 7(17), 1126-1132.

    Awidi, I. T., & Paynter, M. (2019). The impact of a flipped classroom approach on student learning experience. Computers & education, 128, 269-283.

    Bergmann, J., Overmyer, J., & Wilie, B. (2014). The Flipped Class: Myths vs. Reality. Retrieved from

    Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day: International society for technology in education.

    Caratiquit, K., & Pablo, R. (2021). Exploring the practices of secondary school teachers in preparing for classroom observation amidst the new normal of education. Journal of Social, Humanity, and Education.

    Cevikbas, M., & Kaiser, G. (2020). Flipped classroom as a reform-oriented approach to teaching mathematics. Zdm, 52(7), 1291-1305.

    Chick, R. C., Clifton, G. T., Peace, K. M., Propper, B. W., Hale, D. F., Alseidi, A. A., & Vreeland, T. J. (2020). Using technology to maintain the education of residents during the COVID-19 pandemic. Journal of surgical education, 77(4), 729-732.

    Clark-Wilson, A., Robutti, O., & Thomas, M. (2020). Teaching with digital technology. Zdm, 52(7), 1223-1242.

    Collado-Valero, J., Rodríguez-Infante, G., Romero-González, M., Gamboa-Ternero, S., Navarro-Soria, I., & Lavigne-Cerván, R. (2021). Flipped classroom: Active methodology for sustainable learning in higher education during social distancing due to COVID-19. Sustainability, 13(10), 5336.

    Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research and Development, 61(4), 563-580.

    Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5-22.

    ElSaheli-Elhage, R. (2021). Access to students and parents and levels of preparedness of educators during the COVID-19 emergency transition to e-learning. International Journal on Studies in Education (IJonSE), 3(2), 61-69.

    Fatani, T. H. (2020). Student satisfaction with videoconferencing teaching quality during the COVID-19 pandemic. BMC medical education, 20(1), 1-8.

    Gilboy, M. B., Heinerichs, S., & Pazzaglia, G. (2015). Enhancing student engagement using the flipped classroom. Journal of Nutrition Education and Behavior, 47(1), 109-114.

    Goksu, D. Y., & Duran, V. (2020). Flipped Classroom Model in the Context of Distant Training. Research Highlights in Education and Science.

    Guraya, S. (2020). Combating the COVID-19 outbreak with a technology-driven e-flipped classroom model of educational transformation. Journal of Taibah University Medical Sciences, 15(4), 253.

    Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K. M. (2013). A Review of Flipped Learning.

    Hossain, M. A., & Yasmin, F. (2022). Emergency Online Teaching-Learning Model in the Context of Higher-Level Education due to the COVID-19 Pandemic. Journal of Social, Humanity, and Education, 2(4), 327-341.

    Hung, H.-T. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81-96.

    Islam, M. A., Barna, S. D., Raihan, H., Khan, M. N. A., & Hossain, M. T. (2020). Depression and anxiety among university students during the COVID-19 pandemic in Bangladesh: A web-based cross-sectional survey. PloS one, 15(8), e0238162.

    Johnston, B. M. (2017). Implementing a flipped classroom approach in a university numerical methods mathematics course. International Journal of Mathematical Education in Science and Technology, 48(4), 485-498.

    Khaneghahi, S., Nasripour, F., & MahmoudZehi, M. A. (2022). Investigating the relationship between e-learning and mobile learning on students' academic self-handicapping during the outbreak of COVID-19. Journal of Social, Humanity, and Education, 2(3), 269-281.

    Kim, M. K., Kim, S. M., Khera, O., & Getman, J. (2014). The experience of three flipped classrooms in an urban university: An exploration of design principles. The Internet and Higher Education, 22, 37-50.

    Kordyban, R., & Kinash, S. (2013). No more flying on auto pilot: The flipped classroom. Education Technology Solutions, 56(1), 54-56.

    LaFee, S. (2013). Flipped learning. The Education Digest, 79(3), 13.

    Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The journal of economic education, 31(1), 30-43.

    Latorre-Cosculluela, C., Suárez, C., Quiroga, S., Sobradiel-Sierra, N., Lozano-Blasco, R., & Rodríguez-Martínez, A. (2021). Flipped Classroom model before and during COVID-19: using technology to develop 21st century skills. Interactive Technology and Smart Education, 18(2), 189-204.

    Love, B., Hodge, A., Grandgenett, N., & Swift, A. W. (2014). Student learning and perceptions in a flipped linear algebra course. International Journal of Mathematical Education in Science and Technology.

    Millard, E. (2017). 5 Reasons Flipped ClassroomsWork: Turning lectures into homework to boost student engagement and increase technology fueled creativity. University Business.com, 26-29.

    Minhas, P. S., Ghosh, A., & Swanzy, L. (2012). The effects of passive and active learning on student preference and performance in an undergraduate basic science course. Anatomical sciences education, 5(4), 200-207.

    Monzonís, N. C., Méndez, V. G., Ariza, A. C., & Magaña, E. C. (2021). Flipped classroom en tiempos de COVID-19: una perspectiva transversal. IJERI: International Journal of Educational Research and Innovation, 15, 326-341.

    Naw, N. (2020). Designing a flipped classroom for myanmar universities during covid-19 crisis. Arts Science Engineering, Economic and Education, 1.

    Organization, W. H. (2020). Critical preparedness, readiness and response actions for COVID-19: interim guidance, 22 March 2020. Retrieved from

    Ozdamli, F., & Asiksoy, G. (2016). Flipped classroom approach. World Journal on Educational Technology: Current Issues, 8(2), 98-105.

    Sarker, B. K., & Uchinlayen, 2020. The Impact of Class Attendance on Academic Performance of BBA Professional Students: An Observational Study," International Journal of Science and Business, IJSAB International, 4(1), 285-291.

    Skinner, E. A., Kindermann, T. A., & Furrer, C. J. (2009). A motivational perspective on engagement and disaffection: Conceptualization and assessment of children's behavioral and emotional participation in academic activities in the classroom. Educational and Psychological Measurement, 69(3), 493-525.

    Smith, E., & Boscak, A. (2021). A virtual emergency: learning lessons from remote medical student education during the COVID-19 pandemic. Emergency Radiology, 28(3), 445-452.

    Tim, J. (2014). Bristol. Educate, excite, engage, 9, 43-46.

    Tucker, B. (2012). The flipped classroom. Education next, 12(1), 82-83.

    Uddin, M., & Uddin, B. (2021). The impact of Covid-19 on students’ mental health. Journal of Social, Humanity, and Education, 1(3), 185-196.

    Ültanir, E. (2012). An epistemological glance at the constructivist approach: Constructivist learning in Dewey, Piaget, and Montessori. International journal of instruction, 5(2).

    Wang, Z., Bergin, C., & Bergin, D. A. (2014). Measuring engagement in fourth to twelfth grade classrooms: The Classroom Engagement Inventory. School Psychology Quarterly, 29(4), 517.

    Zengin, Y. (2017). Investigating the use of the Khan Academy and mathematics software with a flipped classroom approach in mathematics teaching. Journal of Educational Technology & Society, 20(2), 89-100.

    Zhonggen, Y., & Guifang, W. (2016). Academic achievements and satisfaction of the clicker-aided flipped business English writing class. Journal of Educational Technology & Society, 19(2), 298-312.

  1. Agarwal, S., & Kaushik, J. S. (2020). Student’s perception of online learning during COVID pandemic. The Indian Journal of Pediatrics, 87(7), 554-554.
  2. Agung, A. S. N., Surtikanti, M. W., & Quinones, C. A. (2020). Students’ perception of online learning during COVID-19 pandemic: A case study on the English students of STKIP Pamane Talino. SOSHUM: Jurnal Sosial Dan Humaniora, 10(2), 225-235.
  3. Ardan, M., Rahman, F. F., & Geroda, G. B. (2020). The influence of physical distance to student anxiety on COVID-19, Indonesia. Journal of Critical Reviews, 7(17), 1126-1132.
  4. Awidi, I. T., & Paynter, M. (2019). The impact of a flipped classroom approach on student learning experience. Computers & education, 128, 269-283.
  5. Bergmann, J., Overmyer, J., & Wilie, B. (2014). The Flipped Class: Myths vs. Reality. Retrieved from
  6. Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day: International society for technology in education.
  7. Caratiquit, K., & Pablo, R. (2021). Exploring the practices of secondary school teachers in preparing for classroom observation amidst the new normal of education. Journal of Social, Humanity, and Education.
  8. Cevikbas, M., & Kaiser, G. (2020). Flipped classroom as a reform-oriented approach to teaching mathematics. Zdm, 52(7), 1291-1305.
  9. Chick, R. C., Clifton, G. T., Peace, K. M., Propper, B. W., Hale, D. F., Alseidi, A. A., & Vreeland, T. J. (2020). Using technology to maintain the education of residents during the COVID-19 pandemic. Journal of surgical education, 77(4), 729-732.
  10. Clark-Wilson, A., Robutti, O., & Thomas, M. (2020). Teaching with digital technology. Zdm, 52(7), 1223-1242.
  11. Collado-Valero, J., Rodríguez-Infante, G., Romero-González, M., Gamboa-Ternero, S., Navarro-Soria, I., & Lavigne-Cerván, R. (2021). Flipped classroom: Active methodology for sustainable learning in higher education during social distancing due to COVID-19. Sustainability, 13(10), 5336.
  12. Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research and Development, 61(4), 563-580.
  13. Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5-22.
  14. ElSaheli-Elhage, R. (2021). Access to students and parents and levels of preparedness of educators during the COVID-19 emergency transition to e-learning. International Journal on Studies in Education (IJonSE), 3(2), 61-69.
  15. Fatani, T. H. (2020). Student satisfaction with videoconferencing teaching quality during the COVID-19 pandemic. BMC medical education, 20(1), 1-8.
  16. Gilboy, M. B., Heinerichs, S., & Pazzaglia, G. (2015). Enhancing student engagement using the flipped classroom. Journal of Nutrition Education and Behavior, 47(1), 109-114.
  17. Goksu, D. Y., & Duran, V. (2020). Flipped Classroom Model in the Context of Distant Training. Research Highlights in Education and Science.
  18. Guraya, S. (2020). Combating the COVID-19 outbreak with a technology-driven e-flipped classroom model of educational transformation. Journal of Taibah University Medical Sciences, 15(4), 253.
  19. Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K. M. (2013). A Review of Flipped Learning.
  20. Hossain, M. A., & Yasmin, F. (2022). Emergency Online Teaching-Learning Model in the Context of Higher-Level Education due to the COVID-19 Pandemic. Journal of Social, Humanity, and Education, 2(4), 327-341.
  21. Hung, H.-T. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81-96.
  22. Islam, M. A., Barna, S. D., Raihan, H., Khan, M. N. A., & Hossain, M. T. (2020). Depression and anxiety among university students during the COVID-19 pandemic in Bangladesh: A web-based cross-sectional survey. PloS one, 15(8), e0238162.
  23. Johnston, B. M. (2017). Implementing a flipped classroom approach in a university numerical methods mathematics course. International Journal of Mathematical Education in Science and Technology, 48(4), 485-498.
  24. Khaneghahi, S., Nasripour, F., & MahmoudZehi, M. A. (2022). Investigating the relationship between e-learning and mobile learning on students' academic self-handicapping during the outbreak of COVID-19. Journal of Social, Humanity, and Education, 2(3), 269-281.
  25. Kim, M. K., Kim, S. M., Khera, O., & Getman, J. (2014). The experience of three flipped classrooms in an urban university: An exploration of design principles. The Internet and Higher Education, 22, 37-50.
  26. Kordyban, R., & Kinash, S. (2013). No more flying on auto pilot: The flipped classroom. Education Technology Solutions, 56(1), 54-56.
  27. LaFee, S. (2013). Flipped learning. The Education Digest, 79(3), 13.
  28. Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The journal of economic education, 31(1), 30-43.
  29. Latorre-Cosculluela, C., Suárez, C., Quiroga, S., Sobradiel-Sierra, N., Lozano-Blasco, R., & Rodríguez-Martínez, A. (2021). Flipped Classroom model before and during COVID-19: using technology to develop 21st century skills. Interactive Technology and Smart Education, 18(2), 189-204.
  30. Love, B., Hodge, A., Grandgenett, N., & Swift, A. W. (2014). Student learning and perceptions in a flipped linear algebra course. International Journal of Mathematical Education in Science and Technology.
  31. Millard, E. (2017). 5 Reasons Flipped ClassroomsWork: Turning lectures into homework to boost student engagement and increase technology fueled creativity. University Business.com, 26-29.
  32. Minhas, P. S., Ghosh, A., & Swanzy, L. (2012). The effects of passive and active learning on student preference and performance in an undergraduate basic science course. Anatomical sciences education, 5(4), 200-207.
  33. Monzonís, N. C., Méndez, V. G., Ariza, A. C., & Magaña, E. C. (2021). Flipped classroom en tiempos de COVID-19: una perspectiva transversal. IJERI: International Journal of Educational Research and Innovation, 15, 326-341.
  34. Naw, N. (2020). Designing a flipped classroom for myanmar universities during covid-19 crisis. Arts Science Engineering, Economic and Education, 1.
  35. Organization, W. H. (2020). Critical preparedness, readiness and response actions for COVID-19: interim guidance, 22 March 2020. Retrieved from
  36. Ozdamli, F., & Asiksoy, G. (2016). Flipped classroom approach. World Journal on Educational Technology: Current Issues, 8(2), 98-105.
  37. Sarker, B. K., & Uchinlayen, 2020. The Impact of Class Attendance on Academic Performance of BBA Professional Students: An Observational Study," International Journal of Science and Business, IJSAB International, 4(1), 285-291.
  38. Skinner, E. A., Kindermann, T. A., & Furrer, C. J. (2009). A motivational perspective on engagement and disaffection: Conceptualization and assessment of children's behavioral and emotional participation in academic activities in the classroom. Educational and Psychological Measurement, 69(3), 493-525.
  39. Smith, E., & Boscak, A. (2021). A virtual emergency: learning lessons from remote medical student education during the COVID-19 pandemic. Emergency Radiology, 28(3), 445-452.
  40. Tim, J. (2014). Bristol. Educate, excite, engage, 9, 43-46.
  41. Tucker, B. (2012). The flipped classroom. Education next, 12(1), 82-83.
  42. Uddin, M., & Uddin, B. (2021). The impact of Covid-19 on students’ mental health. Journal of Social, Humanity, and Education, 1(3), 185-196.
  43. Ültanir, E. (2012). An epistemological glance at the constructivist approach: Constructivist learning in Dewey, Piaget, and Montessori. International journal of instruction, 5(2).
  44. Wang, Z., Bergin, C., & Bergin, D. A. (2014). Measuring engagement in fourth to twelfth grade classrooms: The Classroom Engagement Inventory. School Psychology Quarterly, 29(4), 517.
  45. Zengin, Y. (2017). Investigating the use of the Khan Academy and mathematics software with a flipped classroom approach in mathematics teaching. Journal of Educational Technology & Society, 20(2), 89-100.
  46. Zhonggen, Y., & Guifang, W. (2016). Academic achievements and satisfaction of the clicker-aided flipped business English writing class. Journal of Educational Technology & Society, 19(2), 298-312.