Faculty Research Journal – Nursing

Abstract

Flipped classroom is an is an alternative to lecture education that moves the focus of student learning from passive to active by supporting a student-centered classroom setting. Through active participation in the learning process and collaboration with others in the classroom, students are encouraged to put their own knowledge into practice (Mostrom & Blumberg, 2012). To provide graduates with the necessary information and professional skills to practice, nursing education regulatory authorities emphasize the use of active pedagogical approaches and student-centered classroom environments (Everly, 2013). The purpose of this quantitative, quasi-experimental study was to determine if flipped classroom pedagogy compared to traditional lecture instruction improved academic performance specifically in students’ test scores. To gather data, it made use of the pre-test and post-test examinations using four topics from Theoretical Foundation of Nursing consisting of 15 questions in each topic for the whole month of November 2018. Sixty (60) students from St. Dominic College of Asia were selected as respondents. The experimental sample included twenty-seven (27) respondents who received flipped classroom strategy while the remaining thirty-three (33) respondents served as the control group and were entirely taught with traditional strategy. A paired t test was calculated comparing the scores of both experimental and control group in their pre-test and post test scores during the initial implementation of the intervention and analysis revealed that there was a significant difference found in the post test scores of the respondents (t =2.881, p <.01), The study conclude that flipped classroom with technology is an effective teaching strategy that can be use in teaching nursing students. The study mainly suggests implementing flipped classroom with technology for the duration of an entire semester, rather than selected term of the semester.

Keywords: Flipped classroom with technology, teaching strategy, traditional strategy, active learning.