Abstract:
Flipped learning is one of the teaching pedagogies, which can enhance the learning performance and perception of a student. Flipped classroom approach reverses the traditional lecture and homework segment with in- class activities of home-task. It substitutes more student-cantered learning tactics like as active learning, debates, problem-based learning, and other types of group work and peer education for traditional lectures.
In this research, the impact of flipped learning approach in teaching essay writing to university students was analysed in Pakistani context for six weeks. Based on the writing performance, the study contrasted flipped and regular face-to-face writing classes. The mixed method approach was implemented in two groups: one was an experimental group that was taught using the Flipped technique, and the other was a control group that was taught using conventional face-to-face lecture-based writing. A pre-test and post-test were conducted prior to and following the treatment. SPSS (2.5 version) software was used to analyse the variation. To know the students’ perception a semi structured interview was conducted later in the sixth week. The results of the study were helpful to teachers and students both in realizing the benefits of flipped learning approach. The study showed how the use of the online material and pre-class exposure to the target writing tasks have enhanced students’ motivation and improved their writing performance.
