The Problems and Countermeasures in the Implementation of "Flipped Classroom" in Colleges and Universities: From the Perspective of Education Master's Students

Abstract

With emergence of Covid - 19 flipped classroom became essential not only in reducing the number of students in the face to face sessions but also provided more learning time. Kenyatta University is one of the first Universities in Kenya to have a fully - fledged digital school (DSVOL), which offers a wide range of courses from diploma to post graduate courses. Majority of the potential students targeted by the school are the working class group who attend classes either as part - time or full - time. Although Kenyatta University has made many strides in implementing the flipped classroom approach, little has been done on research to ascertain learners’ attitude and perceptions on flipped classroom approach on academic performance of postgraduate diploma in education students in Kenyatta University. The study deployed a mixed - research approach, where both qualitative and quantitative techniques were used to collect and analyze data. The target population was heads of departments and post - graduate diploma students at Kenyatta University. The study used a purposive, convenience sampling technique to get 30 post - graduate diploma students and five heads of department, totaling to 35. Primary data was collected using questionnaire. Open and close - ended questions were used to maximize results. Data collected from the participants were analysed using two methods; statistical and thematic content analysis. Based on the findings, the study concluded that learners have positive attitudes and perceptions towards the flipped approach. The study further concluded that flipped approach is fun, engaging, motivating, and encourages active learning. From the conclusion the study recommended that the departments that implement the flipped learning approach should ensure that there is room for peer interaction and collaborative working.