Effectiveness of Infographics Based Flipped Classroom Approaches PDF

See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/367166351 EFFECTIVENESS OF INFOGRAPHICS BASED FLIPPED CLASSROOM APPROACHES ON ACHIEVING LEARNING OBJECTIVES IN SELECTED TOPICS FROM CHILDHOOD AND GROWING UP AMONG PROSPECTIVE TEACH.... Art...

See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/367166351 EFFECTIVENESS OF INFOGRAPHICS BASED FLIPPED CLASSROOM APPROACHES ON ACHIEVING LEARNING OBJECTIVES IN SELECTED TOPICS FROM CHILDHOOD AND GROWING UP AMONG PROSPECTIVE TEACH.... Article · May 2022 CITATIONS READS 0 47 2 authors: Raja Kumar Shirley Moral Thiagarajar College of Preceptors, India, Madurai Madurai Kamaraj University 27 PUBLICATIONS 6 CITATIONS 10 PUBLICATIONS 0 CITATIONS SEE PROFILE SEE PROFILE Some of the authors of this publication are also working on these related projects: ATTITUDE TOWARDS MOBILE LEARNING IN RELATION TO ACADEMIC PERFORMANCE OF PRE-TEACHERS View project All content following this page was uploaded by Raja Kumar on 16 January 2023. The user has requested enhancement of the downloaded file.  ISSN 2277-7067 UGC CARE Group 1 EFFECTIVENESS OF INFOGRAPHICS BASED FLIPPED CLASSROOM APPROACHES ON ACHIEVING LEARNING OBJECTIVES IN SELECTED TOPICS FROM CHILDHOOD AND GROWING UP AMONG PROSPECTIVE TEACHERS S. Raja Kumar1,Dr. C. Shirley Moral2 Self Attested 1 Ph.D. Research Scholar, Department of Education, Madurai Kamaraj 2 Assistant Professor, Department of Education, Madurai Kamaraj ABSTRACT Specific educational issues require specific solutions. Each student has a particular learning style and requires a different method to learning, but there is a better solution for all sorts of students: flipping the classroom. In a flipping the classroom learning environment, the benefits of online education are coupled with the benefits of traditional learning. The study's main goal was to see how effective infographics-based flipped classrooms approaches were in improving learning objective performance in chosen themes from childhood and growing up among prospective teachers. Prospective teachers are studying B.Ed. from Thiagarajar College of Preceptors, Madurai (n=76) were involved in this study. For this investigation, a two-experimental design was used. The control (n=38) and experimental (n=38) groups were selectively assigned to each other. According to data analysis, the experimental group learning performance score was higher than the control group. During childhood and growing up, there is a significant difference in mean performance scores between the experimental and control groups. The findings reveal that in secondary trainee students, flipped learning with infographics is more effective than conventional teaching approaches. Key words: Effectives, Infographics, flipped classroom approaches, learning objectives, Childhood and Growing up, prospective teachers. INTRODUCTION The contribution of science and technology has resulted in a significant shift in human lifestyle, either directly or indirectly. It has allowed us to expand the boundaries of our knowledge in a variety of ways and directions. New perspectives in the realm of education and teaching-learning processes have emerged as a result of the introduction of new technology and an explosion of knowledge. The right to education act was founded on the principle of providing equal and universal access to education, which necessitates increasing the reach and enhancing the quality of educational services. Because traditional education system growth is impractical in many places of the world, new resources and approaches are used. Technological developments can provide greater access, improved quality, and reduced cost per learner. Curriculum transaction has seen a significant shift, with the teacher's function shifting from „instructor to a facilitator, constructor, coach and a creator of learning environments‟ (UNESCO, n.d). Volume- VIII, Issue 2(I), 2021-2022 Page | 79  ISSN 2277-7067 UGC CARE Group 1 NEED AND SIGNIFICANCE OF THE STUDY ICT and teaching techniques for pedagogical disciplines play a critical role in the 21st century educational system. Learning is more successful when several teaching approaches are used. Various teaching approaches are influenced by a variety of software and hardware. That provides graphs, statistics, information, animated objects, audio, and video in a variety of formats. Many teaching approaches provide structured instruction to students, but the flipped classroom has won, and it may take a number of shapes. Some flipped lessons are stand-alone, with students learning the subject offered in an instructional video or text and demonstrating their mastery through an evaluation, project, or other means before moving on to the next concept. Concepts arise in these and are increasingly utilised across the world, causing interest and the best approach to comprehend the concepts. Modernized digital resources, such as infographics and other classroom interactive tools, are vital for students and beneficial to all teachers. The teacher's instructions are followed by the students, who gain knowledge about the subject matter. This is a new technique of instilling material across the educational spectrum. As a result, in current digital era, the relevance of using contemporary digitalized instruments for educational transformation has been overstated. As a result, there is a need for the creation of an infographics-based flipped classroom as well as research on its usefulness. STATEMENT OF THE PROBLEM The flipped classroom, which is built on infographics, is an educational model that can help instructors cut down on direct instruction time while still allowing for one-on-one connection. There are many tough phrases and novel concepts in the childhood and adolescent courses. To tackle the course's practical limitations, the researcher created an infographic-based flipped classroom to teach Childhood and Growing Up. Because flipped classrooms with infographics assist teacher trainees maintain their attention throughout training. This will allow B.Ed. students to learn at their own speed as efficiently as possible. As a result, the researcher chose the study entitled „EFFECTIVENESS OF INFOGRAPHICS BASED FLIPPED CLASSROOM APPROACHES ON ACHIEVING LEARNING OBJECTIVES IN SELECTED TOPICS FROM CHILDHOOD AND GROWING UP AMONG PROSPECTIVE TEACHERS’ VARIABLES USED FOR THE STUDY a) Independent variable: Effectiveness of infographics based flipped classroom Approaches. b) Dependent variable: Achieving learning objectives in selected topics from Childhood and Growing up among Prospective teachers. OBJECTIVES OF THE STUDY 1. To find out the significant difference if any, in the mean scores of the Experimental group and Control group with respect to achieving learning objectives at the Pre-test stage. Volume- VIII, Issue 2(I), 2021-2022 Page | 80  ISSN 2277-7067 UGC CARE Group 1 2. To find out the significant difference if any, in the mean scores of the control group and the experimental group in achieving the learning objectives post-test stage. 3. To find out the significant difference between pre-test and post-test of control group in achieving the learning objectives post-test stage. 4. To find out the significant difference between pre-test and post-test of experimental group in achieving the learning objectives post-test stage. HYPOTHESES OF THE STUDY 1. There is no significant difference between control group and experimental group in their learning performance in Childhood and Growing up in achieving the learning objectives at the pre-test stage. 2. There is no significant difference between control group and experimental group in their learning performance in Childhood and Growing up in achieving the learning objectives at the post-test stage. 3. There is no significant difference between pre-test and post-test of control group students‟ learning performance in Childhood and Growing up in achieving the learning objectives. 4. There is no significant difference between pre-test and post-test of experimental group students‟ learning performance in Childhood and Growing up in achieving the learning objectives. 5. METHODOLOGY For this investigation, the researcher used the Experimental approach. The experimental study design was Pre-test, Post-test, Control group. For the purposes of this study, the population has been defined as B.Ed. trainees. The participants in this study were B.Ed. students who were studying Childhood and Growing Up as one of their topics in the B.Ed. curriculum. In Madurai district, NCTE and Tamil Nadu Teachers' Education University Curriculum developed the population. Seventy-six students from Thiagarajar College of Preceptors (Govt. Aided), Madurai, who were studying Childhood and Growing Up as one of the subjects in the B.Ed. syllabus in NCTE and Tamil Nadu Teacher Education University Curriculum were chosen for the study using a purposive sampling technique and were divided into two groups. Specifically, there are two groups: experimental and control. Each group had a set number of pupils in it: 38. The tool used to collect data for the study in the Infographics-based Flipped Classroom Strategies was created to improve learning performance in Childhood and Growing Up and was validated by the researcher for teaching Childhood and Growing Up in B.Ed. and learning performance in Childhood and Growing Up. The researcher created and validated pre- and post-tests to assess students' learning performance during childhood and adolescence. The 't' test was used to determine the mean score of students' learning performance in Childhood and growing up NCTE and Tamil Nadu Teachers Education Universities. EXPERIMENTAL INTERVENTION The investigator used a Pre-test, Treatment, Post-test Control group Experimental Design to compare the efficacy of training using Infographics-based Flipped Classroom methodologies to traditional lecture methods. A representative sample of 76 B.Ed. trainees from Thiagarajar College of Volume- VIII, Issue 2(I), 2021-2022 Page | 81  ISSN 2277-7067 UGC CARE Group 1 Preceptors in Madurai was used in the study. The study took into account the information from the papers Childhood and Growing Up, TNTEU, and NCTE mandated syllabus. The 76 pupils were given a pre-test, and the results were gathered. Following the administration of the pre-tests, the researcher began instructing the two groups, i.e. The Experimental Group was taught utilising Flipped Classroom Strategies based on infographics, whereas the Control Group was taught using the Traditional Method. The 30-day intervention was designed to see if there were any changes in the students' C&G achievement as a result of using the infographics-based Flipped classroom. Two class times were assigned to the treatment group as the classes that would be flipped and to the conventional group as the classes that would not be flipped. Textbooks, images from the web and photo galleries, video lectures, and course WhatsApp and Piktochart were among the materials utilised by the researcher in the treatment. Piktochart Infographics, one of the Flipped Classroom tools, was used to post the content videos. Students in the Infographics-based flipped class were instructed to watch the video lectures and content posted on the Piktochart infographics, answer the online quiz relevant to the content in class, and spend in-class time discussing, quizzing, and testing the concepts taught in the video and content with learners on the same day. The Conventional Method was used to teach the Control Group. The subject's notions were discussed by the investigator. There were another nine 45-minute classes offered here. Following this time of instruction, both groups were given a pre-test with minor adjustments in the sequence of the questions and connected items as a Post-test. Strict supervision was adopted to avoid consultation and other malpractices. Figure: 1. Snapshot of Piktochart infographics Web Page showing File Uploaded by the Researcher. Volume- VIII, Issue 2(I), 2021-2022 Page | 82  ISSN 2277-7067 UGC CARE Group 1 Figure 2: Snapshot of Mentimeter Web Page showing Voting by the B.Ed. trainees. Figure 3: Snapshot of Padlet Web Page showing discussion by the B.Ed. trainees. PROCEDURE OF DATA COLLECTION The researcher submitted an earnest appeal to the principal of Thiagarajar College of Preceptors, Madurai, asking formal permission to teach for forty days and conduct the examinations for data gathering. The investigator handed out the personal information form and the needed number of tools to the students in person in order to achieve the study's goal. The researcher explained to the students the goal of the study and how to use the tools to answer the questions. The Experimental group was taught with Infographics whereas the Control group was taught with the Conventional technique. Strategies for flipped classrooms. Due to the pandemic scenario, the college held sessions on alternate days, as per the official declaration. The experimental group consisted of Mathematics, Biology, Computer Science, and Commerce pedagogical students, while the control group consisted of Tamil, English, Physical Science, and History pedagogical students. Because the students attended classes on different days, it was very easy to conduct the experiment properly. For the purpose of evaluating their accomplishment exam, the students were requested to reply to the Pre-test and Post-test. The trainees' response sheets were gathered and scored. As a result, for the final study, data was obtained from B.Ed. trainees. DATA ANALYSIS Hypothesis 1 H01: There is no significant difference between control group and experimental group in their learning performance in Childhood and Growing up in achieving the learning objectives at the pre-test stage. Table: The Mean, SD and “t” Values of the control group and experimental group in their learning performance in childhood and growing up in the learning objective-wise in the pre-test stage. Objectives N=38 Control N=38 Calculated Calculated Remarks Group Experimental “t” value “P” value at 1% group Level M S.D. M S.D. Remember 2.632 1.172 2.737 1.155 1.434 0.160 NS Understand 1.579 0.858 1.737 0.725 1.183 0.244 NS Apply 1.184 0.766 1.500 1.735 1.089 0.283 NS (At 1% level of significance the table value of “t” is 2.66) It is inferred from the table shows that all the obtained „t‟ values (0.160, 0.244 and 0.283) are less than the critical value (2.66) at 0.01 level. Therefore, the null hypothesis is accepted. So, it can be concluded that, Students of the pre-test of control group and the post-test of control group differ significantly in their learning performance in childhood and growing up in the learning objective- wise (remember) in the post-test stage of control group and other learning objectives do not differ significantly. Volume- VIII, Issue 2(I), 2021-2022 Page | 83  ISSN 2277-7067 UGC CARE Group 1 MEAN VALUES OF THE CONTROL GROUP AND EXPERIMENTAL GROUP IN THEIR LEARNING PERFORMANCE IN CHILDHOOD AND GROWING UP IN THE LEARNING OBJECTIVE-WISE IN THE PRE-TEST STAGE. N=38 Control group Mean N=38 Experimental group Mean 2.737 2.632 1.737 1.579 1.5 1.184 REMEMBER UNDERSTAND APPLY Fig:Hypothesis Mean values3of the control group and experimental group in their learning performance in childhood and growing up in the learning objective-wise in the pre-test stage Hypothesis 2 H02: There is no significant difference between control group and experimental group in their learning performance in Childhood and Growing up in achieving the learning objectives at the post-test stage. Table: The Mean, SD and “t” Values of the control group and experimental group in their learning performance in childhood and growing up in the learning objective-wise in the post-test stage. Objectives N=38 Control N=38 Calculated Calculated Remarks group Experimental “t” value “P” value at 1% group Level M S.D. M S.D. Remember 3.632 1.155 4.263 1.478 3.537 0.001 S Understand 1.579 0.858 1.737 0.725 3.273 0.002 S Apply 1.184 0.766 1.500 1.735 7.552 0.000 S (At 1% level of significance the table value of “t” is 2.66) It is inferred from the table shows that all the obtained „t‟ values (3.537, 3.273 and 7.552) are greater than the critical value (2.66) at 0. 01 level. Therefore, the null hypothesis is rejected. So, it can be concluded that, Students of the Control group and the Experimental group differ significantly in their learning performance in childhood and growing up in the learning objective-wise in the post- test stage. It is interpreted here that, while comparing the mean values of Control group student‟s post- test in the objective wise viz. Remember (mean=3.632), understand (mean=1.579) and apply (mean=1.184) and Experimental group student‟s Post-test in the objective wise viz. Remember (mean=4.263), understand (mean=1.737) and apply (mean=1.500) the Experimental group students performed better than the Control group students in the objective wise post-test. Volume- VIII, Issue 2(I), 2021-2022 Page | 84  ISSN 2277-7067 UGC CARE Group 1 Hypothesis 3 H03: There is no significant difference between pre-test and post-test of control group students’ learning performance in Childhood and Growing up in achieving the learning objectives. Table: The Mean, SD and “t” Values of the pre-test and post-test of control group students learning performance in childhood and growing up in the learning objective-wise. Objectives N=38 Control N=38 control Calculated Calculated Remarks group group “t” value “P” value at 1% Pre-test Post-test Level M S.D. M S.D. Remember 2.632 1.172 3.632 1.478 4.141 0.000 S Understand 1.579 0.858 1.895 0.831 1.579 0.123 NS Apply 1.184 0.766 1.342 0.908 0.829 0.413 NS (At 1% level of significance the table value of “t” is 2.66) It is inferred from the table shows that all the obtained “t‟ value of learning objective remember is (4.141) is greater than the critical value (2.66) at 0. 01 level. Therefore, the null hypothesis is partially accepted and partially rejected. So, it can be concluded that, Students of the pre-test of control group and the post-test of control group differ significantly in their learning performance in childhood and growing up in the learning objective-wise (remember) in the post-test stage of control group and other learning objectives do not differ significantly. Hypothesis 4 H04: There is no significant difference between pre-test and post-test of experimental group students’ learning performance in Childhood and Growing up in achieving the learning objectives. Table: The Mean, SD and “t” Values of the pre-test and post-test of experimental group students learning performance in childhood and growing up in the learning objective-wise. Objectives N=38 N=38 Calculated Calculated Remarks Experimental Experimental “t” value “P” value at 1% Group Group Level Pre-test Post-test M S.D. M S.D. Remember 2.737 1.155 4.263 1.155 7.299 0.000 S Understand 1.737 0.723 2.316 0.873 3.227 0.003 S Apply 1.500 1.735 2.500 0.797 3.512 0.001 S (At 1% level of significance the table value of “t” is 2.66) Volume- VIII, Issue 2(I), 2021-2022 Page | 85  ISSN 2277-7067 UGC CARE Group 1 It is inferred from the table shows that all the obtained „t‟ values (7.299, 3.227 and 3.512) are greater than the critical value (2.66) at 0. 01 level. Therefore, the null hypothesis is rejected. So, it can be concluded that, Students of the pre-test and the post-test of Experimental group differ significantly in their learning performance in childhood and growing up in the learning objective- wise in the post-test stage. It is interpreted here that, while comparing the mean values of pre-test and post-test of experimental group student‟s learning objective wise viz. Remember (mean=2.737), understand (mean=1.737) and apply (mean=1.500) and Post-test of experimental group students in the learning objective wise viz. Remember (mean=4.263), understand (mean=2.316) and apply (mean=2.500) the post of Experimental group students performed better than the pre-test in the objective wise post-test. INTERPRETATIONS AND DISCUSSION OF THE RESULT Students of the pre-test of control group and the post-test of control group differ significantly in their learning performance in childhood and growing up in the learning objective-wise (remember) in the post-test stage of control group and other learning objectives do not differ significantly. Students of the Control group student‟s post-test in the objective wise viz. Remember (mean=3.632), understand (mean=1.579) and apply (mean=1.184) and Experimental group student‟s Post-test in the objective wise viz. Remember (mean=4.263), understand (mean=1.737) and apply (mean=1.500) the Experimental group students performed better than the Control group students in the objective wise post-test. This could have been the reason for the significance. The findings of the study are in conformance with the study of Schultz et al (2014) and showed that significant difference was found for the students who undergone with the Flipped Class. There was a supportive finding showed that significant difference exists between the post-test mean scores of the Control group and Experimental group in the unit test as well as in the global by Senthilkumar, R (2015). Students of the pre-test of control group and the post-test of control group differ significantly in their learning performance in childhood and growing up in the learning objective-wise (remember) in the post-test stage of control group and other learning objectives do not differ significantly. Students of the pre-test and the post-test of Experimental group differ significantly in their learning performance in childhood and growing up in the learning objective-wise in the post-test stage. comparing the mean values of pre-test and post-test of experimental group student‟s learning objective wise viz. Remember (mean=2.737), understand (mean=1.737) and apply (mean=1.500) and Post-test of experimental group students in the learning objective wise viz. Remember (mean=4.263), understand (mean=2.316) and apply (mean=2.500) the post of Experimental group students performed better than the pre-test in the objective wise post-test. Flipped classroom strategies have been developed with the objectives of teaching Childhood and growing up. Further, the experimental group students are well motivated to learn the topics in Childhood and growing up with interest, because of the online as well as face to face interactive learning experiences provided by the Flipped approach. This could have been the reason for the significance. The findings of the study are in conformance with the study of Thiyagu, K (2017) and showed that the Experimental group performed better than the Control group in the learning objectives of Post – test. Volume- VIII, Issue 2(I), 2021-2022 Page | 86  ISSN 2277-7067 UGC CARE Group 1 CONCLUSION Infographics based flipped classroom approaches are the best and more effective Pedagogy for fully engaged learning, student control over learning, and when he can learn determined learners. The primary goal of this research is to determine the effectiveness of an Infographics-based flipped classroom on learning performance in selected topics from childhood to adulthood among secondary trainee teachers, in order to help them gain a better understanding of the subject and achieve higher exam scores. The research data clearly show that the Experimental group's post-test scores show a considerable rise in mean scores. When students in the Experimental group were exposed to Infographics-based Flipped Classroom Strategies, they performed better than students in the Control group who were taught using the traditional manner. The investigator discovered that Flipping might be very useful to teachers in teaching C&G more successfully, and that it is well adapted to enable interactive whole-class instruction. All of the research evaluated suggest that flipping the classroom is preferable to the traditional style. To sum up, hopefully teachers and students will enthusiastically embrace this paradigm shift of infographics-based flipping, which will soon occupy a dominant position in traditional classrooms of teaching and learning, better preparing students to effectively participate in the 21st century learning situation. REFERENCES Al-Shabibi, T. S., and Al-Ayasra, M. A. K. (2019). Effectiveness of the Flipped Classroom Strategy in Learning Outcomes (Bibliometric Study). International Journal of Learning, Teaching and Educational Research, 18(3), 96-127. Best, J.W., and Kahn, J.V. (2006). Research in Education (9th ed). New Delhi: Prentice Hall of India. Bhaskar, C. V., and Soundiraraj, S. (2013). 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(2017).VODCAST Instruction in Learning Mathematics among Bachelor of Education Students. Experiments in Education, XXXXV (1 and 2), 25-31. Volume- VIII, Issue 2(I), 2021-2022 Page | 88 View publication stats