FLIPPOBAL

EFFECT OF FLIPPED CLASSROOM ON PRESERVICE TEACHERS’ CRITICAL THINKING IN MICROTEACHING

Microteaching remains a foundational practice in Nigerian Colleges of Education, yet many preservice teachers continue to struggle with practical classroom delivery because of underdeveloped critical thinking, limited Information and Communication Technology (ICT) integration, and resistance to innovative pedagogies. This paper examines the effect of the Flipped Classroom (FC) strategy, embedded within the Microteaching Augmented Learning Activities (MTALA) framework designed using the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model and mediated by the Moodle Learning Management System on preservice teachers’ critical thinking development and microteaching competency acquisition. Anchored in Constructivist Learning Theory, Cognitive Load Theory, and the RED Model of critical thinking (Recognize Assumptions, Evaluate Arguments, Draw Conclusions), the study employed a convergen mixed methods quasi-experimental design. Sixty Nigeria Certificate in Education (NCE) II preservice teachers from the Federal College of Education, Yola, were assigned to either an experimental group (taught using the flipped, technology-mediated MTALA approach) or a control group (taught using the traditional teach-reteach cycle). Quantitative data were gathered through the Microteaching Observation Rubric (MOR) and the Critical Thinking Descriptive Observation Rubric (CTDOR), and analysed using the Wilcoxon Signed Rank Test, the Quade Test, and Spearman’s correlation in IBM SPSS version 27. Qualitative data from semi-structured interviews with six participants were analysed using Braun and Clarke’s (2006) six-phase thematic framework. Findings revealed statistically significant improvements across all three critical thinking dimensions and all three microteaching competency domains, with the experimental group outperforming the control group by approximately 119–130% in key microteaching skills. Spearman’s correlation produced a weak, non-significant association (ρ = 0.097, p = 0.611) between critical thinking and microteaching performance scores, suggesting that the two competencies develop along parallel, non-linear progressions. Thematic analysis yielded nine validated themes that substantiated the quantitative results. The study concludes that the flipped classroom approach, when systematically embedded within a technology-mediated instructional design, offers a scalable and replicable strategy for narrowing the theory-practice gap in Nigerian teacher education.  

Cultivating Students’ Digital Literacy and Critical Thinking Skills with the IA-PjBL

It is suggested that IA-PjBL is particularly effective for strengthening students’ critical thinking in small-island contexts while supporting substantial improvements in digital literacy in both instructional conditions.

Integrating Constructivism and Self-Directed Learning in Flipped Physical Education: A Systematic Review

This systematic review examines how constructivist and self-directed learning (SDL) theories inform flipped classroom implementation in physical education, using Activity Theory as an analytical framework. Following PRISMA 2020 guidelines, 83 empirical studies published between 2010 and 2024 were identified from four databases and analysed for theoretical grounding, instructional design, learning outcomes, and cultural context. Theory-grounded implementations were associated with larger reported effects on skill acquisition (d = 0.71–1.12) than atheoretical designs (d = 0.35–0.69). Pre-class video instruction and in-class peer practice were common, whereas post-class reflection was less frequently implemented despite stronger reported SDL development. Analysis of 44 East and Southeast Asian studies indicated that collectivist values require collaborative adaptations of SDL. Overall, comprehensive three-phase designs that integrate goal-setting before class, structured scaffolding during class, and post-class reflection appear important for completing SDL cycles. The review identifies practical and culturally responsive design principles, while highlighting the need for clearer theoretical operationalisation in future flipped physical education research. By mapping theoretical commitments to concrete learning activities, the review also clarifies where existing designs omit support for learner regulation. These findings offer a basis for educators and researchers to plan, evaluate, and adapt flipped physical education interventions across diverse institutional settings with transparent reporting standards.

turnitin unesa1

The Impact of Flipped Teaching on Students’ Critical Thinking, Collaboration, and Mathematics Retention in Southwest Cameroon

Lecture-based mathematics instruction often struggles to build higher-order thinking or lasting knowledge in secondary schools. To tackle this, the present study employed an explanatory sequential mixed-methods design to test the flipped classroom approach with 120 Form Two students in Buea, Cameroon. The design consisted of a 2x2x2 factorial quasi-experiment, crossing instructional method, gender, and socioeconomic status, followed by a qualitative phase. Grounded in Vygotsky’s social constructivism, the flipped group (n = 65) experienced ten weeks of pre-class videos and digital handouts, while the control group (n = 55) stayed with traditional lectures. Critical thinking was measured using an adapted California Critical Thinking Skills Test, collaboration through self-reports and teacher ratings, and retention with a delayed test twenty weeks after the intervention. The ANCOVA results, adjusted for pretest scores, showed clear benefits for the flipped group. Critical thinking rose sharply (F = 41.500, p < .001, = .262). Collaboration improved modestly (F = 4.081, p = .046, = .034). Retention showed the strongest effect (F = 174.877, p < .001, = .493). Gender did not moderate outcomes, but socioeconomic status did. Numbers alone don’t capture the full picture. To explain the findings, we interviewed fifteen students from the flipped group, representing varied achievement levels, genders, and economic backgrounds. In semi-structured conversations, they described how pre-class videos shaped problem-solving, how peer discussions unfolded, and how replaying lessons weeks later helped recall content. Reflexive thematic analysis revealed the cognitive, social, and structural mechanisms behind the statistical results.

Innovating the LANTAN Model: A Solution for Enhancing Elementary School Students' Critical Thinking and Collaboration Skills

conceptual understanding, passive student participation, and a lack of critical thinking and collaboration skills due to conventional, teacher-centered instructional methods. This study aims to evaluate the effectiveness of an innovative variation of the "LANTAN" model—a hybrid integration of Problem-Based Learning (PBL), Numbered Heads Together (NHT), and Teams Games Tournament (TGT)—focusing on the geometric shapes topic. Utilizing Classroom Action Research (CAR) based on the Kemmis and McTaggart model, this study was conducted across two cycles (comprising four sessions) and involved 11 fourth-grade students as subjects. Data were collected through test and non-test techniques and subsequently analyzed using comparative descriptive statistics. The findings revealed a significant, linear improvement in every session. By the end of Cycle II, the teacher's activity score achieved a perfect score of 36, categorized as "Excellent." Correspondingly, classical mastery of student activities, critical thinking skills, collaboration skills, and individual cognitive learning outcomes drastically surged to a perfect 100%. In conclusion, the implementation of the innovative LANTAN model is proven to be highly effective in enhancing both the quality of the learning process and the mathematics learning outcomes in elementary education.