Examining the Effect of Flipped Teaching Strategy on Preservice Teachers' Academic Achievement and Self-Efficacy in a Face-to-Face Course

• In Event: 63.054 - Technology to Support Learning in Teacher Education

Abstract

The purpose of this study was to examine the effect of flipped teaching strategy on preservice teachers’ learning outcomes, self-efficacy and perception. There was one independent variable: flipped-based (FB) or lecture-based (LB) and two dependent variables: (1) learning outcome (2) students’ self-efficacy to integrate technology in teaching. The participants were 60 preservice teachers (39 undergraduates, 21 graduates, average age 22-25 years). The results showed that there were differences between students’ mean test scores and the differences were statistically significant (higher in FB). The results also showed that students’ self-efficacy mean scores were higher after using FB compared to LB. Finally, the results showed that the majority of students are in favor of the use of FB in technology integration course.

Authors

• Mohamed Mostafa Ibrahim, Arkansas Tech University

• Rebecca Callaway, Arkansas Tech University