Share Paper: Assessing the Effect of Flipping the Teaching Strategy on Preservice Teachers’ Academic Achievement and Perception in a Technology Course

1. Mohamed Ibrahim, Arkansas Tech University, United States
2. Rebecca Callaway, Arkansas Tech University, United States

Abstract: The purpose of this study was to investigate the implications of the use of flipped teaching strategy on preservice teachers’ learning outcomes, self-efficacy and perception. The investigators employed a within-subject design with independent variable: the teaching method (flipped-based (FB) or lecture-based (LB) and two dependent variables: (1) learning outcome (2) students’ perception of self-efficacy to integrate technology in teaching. 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 and the differences ...