ISSN: 2226-6348
Open access
The rapid emergence and evolution of online learning has been linked to the COVID-19 pandemic. Since many students are unable to attend physically due to the crisis, the use of an online flipped classroom has been implemented. Currently, there is limited study on the influence of this method in improving students' practical and theoretical approaches. Therefore, the purpose of this study is to investigate the relationship between students' perception of the online flipped classroom and academic performance among physical and theoretical approaches. An online questionnaire was conducted on 300 university students from both theoretical and practical approaches. Students required to answer a set of questionnaires consist of student’s perception on online flipped classroom and GPA for the subject. Independent sample t-test and Pearson correlation analysis were used to analyze the data. The results shows that the academic performance between the theoretical and practical approaches was significantly different, t (3.447), p=.001 but there is no relationship between the students' perception of the online flipped classroom and academic performance between practical, r (150) =0.159, p=.052 and theoretical, r (150) =-.011, p=.889 groups. This study concludes that students in theoretical approach performed well compared to the practical approach in terms of their previous GPA. Theoretical students approach achieved well as they successfully adapt to online learning compared to the practical approach that faces difficulties in applying those skills to the lesson. However, students' perception is not enough to measure its success. Perception of lecturer on student’s performance during the class should be considered to be include in the future study.
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(Noor et al., 2023)
Noor, S. M. M., Hizami, M. N., & Azwan, Z. (2023). The Relationship Between Students’ Perceptions on Online Flipped Classrooms and Academic Performance Between Practical and Theoretical Teaching Approach. International Journal of Academic Research in Progressive Education and Development, 12(3), 1379-1387.
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