Flipping A Statistics Classroom for Pre-Service English Language Teachers

TL;DR

This study explores pre-service English teachers' perceptions of flipped classrooms in a statistics course, finding generally positive attitudes despite challenges with online learning environments.

Contribution

It provides insights into non-mathematics students' perceptions of flipped classrooms in a statistics course, an area less explored in existing research.

Findings

Students viewed flipped classroom positively.

Challenges with online learning environment were noted.

Features of flipped classroom aided learning experiences.

Abstract

Flipped classroom approach has gained attention for educational practitioners and researchers in recent years. In contrast with traditional classroom, in flipped classroom, students gather basic knowledge out of class, so that class time can be used by them to engage in active learning experience. While rich body of research has been investigated the effectiveness of flipped classroom, yet little is known about student's perspective towards the implementation of flipped classroom, especially for non-mathematics students that enroll statistics course. This study aims to describe pre-service English language teacher's perceptions with regard to the implementation of the learning approach in Statistics for Research course. Online questionnaire is employed in capturing student's perceptions. Students were generally positive regarding the implementation of flipped classroom. Although, the students still had difficulty with regard to online learning environment, they felt that many features of flipped classroom are helpful for their learning experiences.