A Study to Assess the effect of Flipped Classroom on effective Learning among Third Year BSc. Nursing students in TMM College of Nursing, Thiruvalla
Blessy Peter, Jaya Mathew, Jasmin James, Bindu Nair, Christy Abraham,
Blessy Varghese, Ashisha. C
Faculty of III Year B.Sc Nursing Department, Tiruvalla Medical Mission College of Nursing, Kaviyoor.
*Corresponding Author E-mail: bindunair526@gmail.com
ABSTRACT:
Recent advances in technology and an ideology have unlocked entirely new directions for education research. The flipped classroom is a new pedagogical method, which employs asynchronous video lectures and practice problems as homework, and active, group-based problem-solving activities in the classroom. The flipped classroom method, which is also called an inverted classroom, has the potential to be an effective and beneficial method of education. Flipped classes enables instructors to engage the participants, help the stakeholders toward self-directed learning, and facilitate them toward critical thinking which will result in better understanding of the subject by promoting active learning.1 The present study aimed to assess the effect of flipped classroom on effective learning among third year BSc. Nursing students of a selected College of Nursing in Thiruvalla. The objectives of the study were to administer a teaching programme by flipped class room to experimental group, to administer conventional teaching method to control group and to assess the effect of flipped class room method on effective learning. The research approach adopted was quantitative approach. Quasi Experimental post- test design was used. The study was conducted among third year BSc. nursing students of a selected nursing college in Thiruvalla. Sample Size in experimental group was 24 and in Control group was 24. Simple random sampling technique was adopted for the study. A pilot study was conducted among 18 samples and the data collection tool showed a reliability of 0.94. The tool was validated by experts and amended accordingly before the data collection. In the study after collecting the baseline variables, the videos, images and learning material related to the topic (Brugada Syndrome) was given for experimental group before the discussion. Conventional class room teaching was provided for the control group for 30 minutes and experimental group were engaged by the discussion method for the particular topic. Post-test was conducted for both control and experimental groups. The results revealed that control group had a mean score of 24.71 and experimental group had a mean score of 27.16 which revealed that there is a significant gain in the effective learning after the administration of flipped class room than that of conventional method of teaching.
KEYWORDS: Flipped Classroom, Effective Learning, Conventional Learning, Effect, Education.
INTRODUCTION:
Advances in technology and in ideology have unlocked entirely new directions for education research. Attempts to put the available teaching–learning time to better use and address the needs of students by increasing active involvement led to the evolution of the flipped classroom (FC).4 The flipped classroom is a new pedagogical method, which employs asynchronous video lectures and practice problems as homework, and active group-based problem-solving activities in the classroom. The flipped classroom method, which is also called an inverted classroom, has spread too many other branches and milieus of learning and education around the world.5 The use of Flipped classroom has the potential to be an effective and beneficial method of education. Replacing direct instruction from the class time with video lectures observed outside of the classroom allows for more class time to be used for active learning and is gaining momentum across a variety of educational institutions. This approach has been cited in health professional programs such as medicine, nursing, dentistry, and pharmacy. Flipped classes enable instructors to engage the participants, help the stakeholders toward self-directed learning, and facilitate them toward critical thinking which will result in better understanding of the subject by promoting active learning.1
Higher education has been pressured to shift towards more flexible, effective, active, and student-centered teaching strategies that mitigate the limitations of traditional transmittal models of education. Lately, the flipped classroom model has been suggested to support this transition.2 However, research on the use of flipped classroom in higher education is in its infancy and little is known about student’s perceptions of learning through flipped classroom. This study examined students’ perceptions of flipped classroom education in a last year university course in research methods. A questionnaire was administered measuring students’ (n = 240) perceptions of flipped classroom in general, video as a learning tool, and Moodle (Learning Management System) as a supporting tool within the frame of a flipped classroom model. The results revealed that a large majority of the students had a positive attitude towards flipped classroom, the use of video and Moodle, and that a positive attitude towards flipped classroom was strongly correlated to perceptions of increased motivation, engagement, increased learning, and effective learning.3 Low achievers significantly reported more positively as compared to high achievers with regards to attitudes towards the use of video as a learning tool, perceived increased learning, and perceived more effective learning. Hence the investigators felt the need for effective method for supplementing the conventional teaching methods for the student’s active participation.4
A study to assess the effect of flipped classroom on effective learning among third year BSc. Nursing students of TMM College of Nursing Thiruvalla.
· To assess the effect of flipped class room method on effective learning among third year B.Sc Nursing students
· To administer conventional teaching method on effective learning among third year BSc Nursing students in control group
· To administer a teaching programme by flipped class room on effective learning among third year BSc Nursing students in experimental group
In this study, it refers to the effect of flipped classroom method on effective learning.
In this study, it refers to the provision of videos, images, discussion and self-study.
In this study, it refers to the flipped class room which actively involves students in their in- depth learning.
H1: There is a significant gain in the effective learning after the administration of flipped class room than that of conventional method of teaching.
Research Methodology Research Approach: Quantitative research approach.
Dependent Variables: Effective learning.
Independent Variables: Flipped Classroom.
· Section A: Socio demographic data. It comprises 4 items such as, age, type of family, previous knowledge level and source of knowledge regarding Brugada syndrome
· Section B: Structured Knowledge Questionnaire: It consist of 30 items of Structured Knowledge Questionnaire based on the knowledge regarding Brugada syndrome
Criteria for level of knowledge scored as:
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Excellent knowledge |
26 - 30 |
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Good knowledge |
21 - 25 |
|
Average knowledge |
20 - 16 |
|
Sub Average knowledge |
11 - 15 |
|
Poor knowledge |
0 - 10 |
Phase 1: After getting clearance from Ethical committee, consent was taken from administrative department of TMM College of Nursing.
Step 1: 50 students of third year BSc. Nursing were selected for the study, 24 participants in experimental group and other 24 participants in control group by simple random sampling technique. Informed consent was taken from the participants and confidentiality was maintained.
Step 2: After collecting the baseline variables, video, image and learning material related to the topic (Brugada Syndrome) was given for experimental group before going to the discussion.
Step 3: Conventional class room teaching was provided for the control group for 30 minutes and experimental group were engaged by the discussion method for the same topic.
Step 4: Post-test was conducted for both control and experimental groups.
RESULTS:
The results of the study reveal that the students who were taught using “flipped classroom teaching” demonstrate best levels of knowledge due to changes in learning style and attitude in the flipped classroom, which enhances their effectiveness in learning Brugada syndrome than their counter parts who received traditional teaching.
Section 1: Finding related to the socio-demographic variables:
Majority of the students belongs to the age group of 20-21 years (93.75%). Most of them belong to nuclear family (83.3%). No one had the previous knowledge about Brugada syndrome .
Section 2: Analysis of Level of knowledge regarding Brugada syndrome after intervention:
· The knowledge level of control group regarding Brugada syndrome showed that out of 24 samples, 11 samples (45%) had excellent knowledge, 11 samples (45%) had good knowledge, and 2samples (8.3%) had an average level of knowledge.
· The knowledge level of experimental group regarding Brugada syndrome showed that out of 24 samples, 21 samples (87.5%) had excellent knowledge and 3 samples (12.5%) had good knowledge.
Table 1: Frequency and percentage of samples based on their knowledge score
|
|
Frequency |
Percentage |
||
|
|
Control group |
Experimental group |
Control group |
Experimental group |
|
Excellent |
11 |
21 |
45% |
87.5% |
|
Good |
11 |
3 |
45% |
12.5% |
|
Average |
2 |
0 |
8.3% |
0 |
|
Sub average |
0 |
0 |
0 |
0 |
|
Poor |
0 |
0 |
0 |
0 |
Table 2: Mean and variance of control group and experimental group
|
|
Control Group |
Experimental Group |
|
Mean |
24.71 |
27.17 |
|
Variance |
8.563 |
2.58 |
|
T Test |
-3.6 |
|
Calculated value of t test is -3.6 and table value is 1.679. The result shows there is significance as the calculated value is less than table value. Hence, H1 is accepted.
DISCUSSION:
The study was intended to assess the effect of flipped classroom on effective learning among third year BSc. Nursing students of selected nursing college in Thiruvalla. 48 third year BSc. Nursing Students was selected for the study where 24 participants in experimental group and other 24 participants in control group by simple random sampling technique. Informed consent was taken from the participants and confidentiality will be maintained. After collecting the baseline variables, video, image and learning material related to the topic, Brugada Syndrome was given for experimental group before the discussion. Conventional class room teaching was provided for the control group for 30 minutes and experimental group were engaged by the discussion method for the particular topic. Post-test was conducted for both control and experimental groups. Structured questionnaire was used to assess the knowledge of students regarding Brugada syndrome. The knowledge level of control group regarding Brugada syndrome showed that out of 24 samples, 11 samples (45%) had excellent knowledge, 11 samples (45%) had good knowledge, and 2samples (8.3%) had an average level of knowledge. The knowledge level of experimental group regarding Brugada syndrome showed that out of 24 samples, 21 samples (87.5%) had excellent knowledge and 3 samples (12.5%) had good knowledge.
CONCLUSION:
The research results show notable differences in the level of knowledge regarding Brugada syndrome between the experimental group and the control group. Students in the experimental groups had significantly higher knowledge than those in the control group. It reveals that flipped classroom teaching could help even poor performance students to enhance their learning effectively. Flipped classroom teaching compared to conventional teaching, could enhance students’ level of knowledge and its worth attempting. However conventional also maintains some advantages and it can be used as alternative learning method. Flipped learning, help the students their teaching content easier to learn and internalize.
REFRENCES:
1. Campillo-Ferrer, J.M., Miralles-Martínez, P. Effectiveness of the flipped classroom model on students’ self-reported motivation and learning during the COVID-19 pandemic. Humanit Soc Sci Commun. 2021; 8: 176. https://doi.org/10.1057/s41599-021-00860-4
2. Muhammad Mujtaba Asad, Roha Athar Ali, Prathamesh Churi, Antonio-Jose Moreno-Guerrero. Impact of flipped Classroom Approach on students learning in Post Pandemic: A survey Research on public Sector Schools. Education Research International. 2022, Article ID 1134432,12 pages,2022. https://doi.org/10.1155/2022/1134432
3. Nouri, J. The flipped classroom: for active, effective and increased learning – especially for low achievers. Int J Educ Technol High Educ. 2016; 13: 33. https://doi.org/10.1186/s41239-016-0032-z
4. https://www.researchgate.net/publication/285935974_The_flipped_classroom_A_survey_of_the_research
5. https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-016-0032-z
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Received on 05.02.2024 Revised on 08.05.2024 Accepted on 03.07.2024 Published on 22.02.2025 Available online from March 20, 2025 Int. J. Nursing Education and Research. 2025;13(1):45-48. DOI: 10.52711/2454-2660.2025.00010 ©A and V Publications All right reserved
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