IDEAS home Printed from https://ideas.repec.org/a/bcp/journl/v7y2023i6p1637-1655.html
   My bibliography  Save this article

Assessing Early Childhood Development Teachers’ Perceptions on the Use of the Flipped Classroom Method in the Teaching and Learning Process in Zimbabwe

Author

Listed:
  • Dr. Sikhangezile Nkomo

    (Midlands State University, Zimbabwe)

  • Dr Leah Makonye

    (Midlands State University, Zimbabwe)

Abstract

Globally, the (COVID-19) epidemic brought about a crisis in schooling that had never been seen before. Due to this situation, all face-to-face interactions within educational institutions had to be suspended in order to stop the virus’s transmission and lessen its effects. Traditional pedagogical techniques of instruction were automatically suspended as a result of the ongoing lockdown limitations. The adaptation of new online teaching and learning methodologies. One method of teaching that is quickly gaining popularity in schools all over the world is the flipped classroom model, which involves having students participate in hands-on activities in the classroom while also watching instructional videos or hearing lectures electronically. To enhance learning outcomes for students, a relatively innovative approach to teaching and learning has been implemented. There is, however, little research on how Early Childhood Development (ECD) teachers see the flipped classroom approach. The study’s aim was to close this gap by examining ECD instructors’ perspectives in order to comprehend how the flipped classroom approach helps the learning of ECD students in centers. The concerns-based adoption model, a fundamental qualitative design, served as the study’s foundation. To learn more about how this technique is used by teachers and school officials, in-depth interviews and focus groups were conducted. Data analysis employed theme inductive methodology. Despite some difficulties, the results showed that most teachers thought the flipped classroom concept was quite beneficial. The findings also showed that teachers changed their roles, putting the students at the center of the learning process. By providing decision-makers and other interested parties with qualitative evidence to support the use of the flipped classroom model in ECD settings, this study helps to bring about social change. The study suggests that the flipped classroom can be used effectively at the ECD level if a stakeholder approach is used to accommodate the learners’ various demands. Future studies can concentrate on challenges associated with the use of the flipped classroom model in the teaching and learning process at the level of Early Childhood Development.

Suggested Citation

  • Dr. Sikhangezile Nkomo & Dr Leah Makonye, 2023. "Assessing Early Childhood Development Teachers’ Perceptions on the Use of the Flipped Classroom Method in the Teaching and Learning Process in Zimbabwe," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 7(6), pages 1637-1655, June.
  • Handle: RePEc:bcp:journl:v:7:y:2023:i:6:p:1637-1655
    as

    Download full text from publisher

    File URL: https://www.rsisinternational.org/journals/ijriss/Digital-Library/volume-7-issue-6/1637-1655.pdf
    Download Restriction: no

    File URL: https://www.rsisinternational.org/journals/ijriss/articles/assessing-early-childhood-development-teachers-perceptions-on-the-use-of-the-flipped-classroom-method-in-the-teaching-and-learning-process-in-zimbabwe/
    Download Restriction: no
    ---><---

    References listed on IDEAS

    as
    1. Julia Osgerby, 2013. "Students' Perceptions of the Introduction of a Blended Learning Environment: An Exploratory Case Study," Accounting Education, Taylor & Francis Journals, vol. 22(1), pages 85-99, February.
    2. Sandi Findlay-Thompson & Peter Mombourquette, 2014. "Evaluation Of A Flipped Classroom In An Undergraduate Business Course," Business Education and Accreditation, The Institute for Business and Finance Research, vol. 6(1), pages 63-71.
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Jung Eon Kwon & Hyung Rok Woo, 2017. "The Impact of Flipped Learning on Cooperative and Competitive Mindsets," Sustainability, MDPI, vol. 10(1), pages 1-15, December.
    2. Apostolou, Barbara & Dorminey, Jack W. & Hassell, John M. & Rebele, James E., 2015. "Accounting education literature review (2013–2014)," Journal of Accounting Education, Elsevier, vol. 33(2), pages 69-127.
    3. Pei-Wen Huang & Yan-Ling Hwang & Kuo-Shu Huang, 2023. "The Investigation on College Students' English Writing Achievements and Perceptions towards a Flipped Instructional Model," English Language Teaching, Canadian Center of Science and Education, vol. 16(5), pages 1-65, May.
    4. Jayendra S. Gokhale, 2021. "Implementing the Flipped Classroom in an Undergraduate Corporate Finance Course," International Journal of Contemporary Education, Redfame publishing, vol. 4(1), pages 13-23, April.
    5. Patricia Bachiller & Guillermo Badía, 2020. "The Flip Teaching as Tool to Improving Students’ Sustainable Learning Performance in a Financial Course," Sustainability, MDPI, vol. 12(23), pages 1-11, November.
    6. Zan Li & Wenrui Jiang, 2022. "Research on the Teaching Reform of Inorganic Chemistry Based on SPOC and FCM during COVID-19," Sustainability, MDPI, vol. 14(9), pages 1-14, May.
    7. Ilona Valantinaitė & Živilė Sederevičiūtė-Pačiauskienė, 2020. "The Change in Students’ Attitude towards Favourable and Unfavourable Factors of Online Learning Environments," Sustainability, MDPI, vol. 12(19), pages 1-14, September.
    8. Todd Broker & Victor Raj & Simone Silva, 2018. "Flipping the Econ Class: Reconsidered," Journal for Economic Educators, Middle Tennessee State University, Business and Economic Research Center, vol. 18(2), pages 1-21, Fall.
    9. Parisa Abedi* & Ehsan Namaziandost & Samira Akbari, 2019. "The Impact of Flipped Classroom Instruction on Iranian Upper-Intermediate EFL Learners' Writing Skill," English Literature and Language Review, Academic Research Publishing Group, vol. 5(9), pages 164-172, 09-2019.
    10. Dzakpasu Prince Edem & Cynthia Adjartey, 2020. "Flipped Learning Model and Pre-Service Teachers’ Computer Literacy Performance in Ghanaian Colleges of Education," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 4(1), pages 30-36, January.
    11. Cosme J Gómez-Carrasco & José Monteagudo-Fernández & Juan R Moreno-Vera & Marta Sainz-Gómez, 2020. "Evaluation of a gamification and flipped-classroom program used in teacher training: Perception of learning and outcome," PLOS ONE, Public Library of Science, vol. 15(7), pages 1-19, July.
    12. Cosme J. Gómez-Carrasco & Pedro Miralles-Martinez & Olaia Fontal & Alex Ibañez-Etxeberria, 2020. "Cultural Heritage and Methodological Approaches—An Analysis through Initial Training of History Teachers (Spain–England)," Sustainability, MDPI, vol. 12(3), pages 1-21, January.
    13. Suhkyung Shin & Kyungbin Kwon & Jiyoon Jung, 2022. "Collaborative Learning in the Flipped University Classroom: Identifying Team Process Factors," Sustainability, MDPI, vol. 14(12), pages 1-12, June.
    14. Jamie Eng & Kenneth Leong & Janis K. Zaima, 2018. "Using An Active Learning Approach To Close The Loop," Business Education and Accreditation, The Institute for Business and Finance Research, vol. 10(1), pages 1-8.
    15. Gurkan Ozenen, 2023. "Self-Assessment and Learning Outcome Evaluation of Interior Architecture Students Using Flipped Versus Traditional Classroom Education Models," SAGE Open, , vol. 13(4), pages 21582440231, November.

    More about this item

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:bcp:journl:v:7:y:2023:i:6:p:1637-1655. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Dr. Pawan Verma (email available below). General contact details of provider: https://rsisinternational.org/journals/ijriss/ .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.