The Effects of Teacher Development through the Flipped Classroom Design Process to Enhance 21st-Century Learning Management Competencies
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Abstract
The purposes of this research were: 1) to develop a teacher development model for 21st-century learning management based on the flipped classroom approach, and to validate its accuracy and appropriateness by nine experts; and 2) to implement the model with a sample of 30 teachers selected through stratified random sampling technique. The development process was carried out through training activities, coaching, online learning, and the establishment of a Professional Learning Community (PLC). The effectiveness of the model was evaluated through a knowledge test, a competency assessment form, and a satisfaction questionnaire. The data were analyzed using mean, standard deviation, and paired-samples t-test to compare participants’ pre- and post-development scores.
The findings revealed that:
1) The model comprised six components—principles, objectives, content, development processes, tools, and evaluation—covering four modules including: lesson planning, instructional media preparation and dissemination, classroom learning management, and home-based learning. Expert evaluations indicated that overall accuracy was at the highest level (=4.72, S.D.=0.36) , while overall appropriateness was at a high level (= 4.50, S.D.=0.50)
2) The implementation results showed that teachers’ post-development knowledge scores were significantly higher than their pre-development scores at the .05 level (t = 16.25; Cohen’s d = 2.52). Teacher competencies improved from a moderate to a high level (Cohen’s d = 3.06). Overall satisfaction with the model was at a high level ( = 4.38, S.D.=.58). It can be concluded that the developed model was high effectiveness and significantly enhanced teachers’ knowledge and competencies.
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