1. 1
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2. Effectiveness of Inverted Classroom Model on Learning Performance of
Language across the Curriculum Course among
the Bachelor of Education Students
Investigator
JISHA JAMES
Register No: EME071608
Ph.D. Research Scholar,
Department of Education, School of Education,
Central University of Kerala, Kasaragod, Kerala
Supervisor
Dr. K. Thiyagu
Assistant Professor
Department of Education, School of Education,
Central University of Kerala, Kasaragod, Kerala
Chairman
Prof.(Dr) K B Praveena
Department of Studies in Education,
University of Mysore, Manasagangotri, Mysure
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3. Introduction
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4. Introduction
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5. 5
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6. 6
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7. Mode of Inverted Classroom Learning Pillars of Inverted Classroom
7
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8. A revised version of Bloom’s Taxonomy
for cognitive learning
Theories related to the
Inverted Classroom.
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9. 9
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10. Need & Significance
of the Study10
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11. Rationale for the Study
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12. Review of Related
Literature
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13. Review of
Related
Literature
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14. Operational
Definition
of the terms
14
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15. Effectiveness: This study measures the effectiveness in terms of the
achievement scores of the Students for those who learn from the Inverted
classroom Model.
Inverted Classroom Model: Inverted Classroom is an instructional Model,
and it is the combination of online learning that reverse the conventional
educational settings by delivering instructional content often online, outside of the
classroom. Investigator pursued three models of Inverted classroom for the
experimental procedure such as Faux Inverted Classroom, Standard Inverted
Classroom and Group Based Inverted Classroom.
Learning performance of LACC: The investigator defines "Learning
Performance of Language across the Curriculum Course is an academic performance
of students in the Language across the Curriculum Course contents.“
Bachelor of Education Students: The Students those who are studying
Bachelor of Education (B.Ed..) in the College of Education are called as Secondary
teacher education students or Bachelor of Education Students.
Operational
Definition of
Key terms
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16. Objectives
16
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17. Objectives…….
Design
Development
ICM
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18. Mean Scores - Learning Objectives - Pretest
Knowledge Understanding Application
Mean scores - Whole Pretest
To find out the Significant difference
Control Experimental
Objectives…….
18
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19. Mean Scores - Learning Objectives – Post test
Knowledge Understanding Application
Mean scores - Whole Post Test
To find out the Significant difference
Control Experimental
Objectives…….
19
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20. Gain Mean Scores - Learning Objectives
Knowledge Understanding Application
Gain Mean scores - Whole Test
To find out the Significant difference
Control Experimental
Objectives…….
20
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21. Control Group (Existing Model)
Experimental Group (ICM)
Mean Scores
Knowledge Understanding Application Whole
To find out the Significant difference
Pre-Test Post-Test
Objectives…….
21
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22. Post Test
Scores
(Experimental
Group)
Locale
Type of Stay
Educational
Qualification
Objectives…….
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23. Control Group
Experimental Group
Attitude towards English (ATE)
To find out the Significant relationship
Before the treatment After the treatment
Objectives…….
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24. Experimental Group
Perception towards Inverted Classroom (PTIC)
To find out the Significant relationship
Before the treatment After the treatment
Objectives…….
24
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25. Achievement
Scores
LAC
ATE
PTIC
Relationship
Experimental
Group –
Post Test Stage
Objectives…….
25
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26. Method of
Teaching
Demographical
Variables
Learning
Performance
of LAC
To Study
the effect
Objectives…….
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27. Covariate
Considering
Pretest Intelligence
To Compare the adjusted Post test mean scores of
Control Experimental
Objectives…….
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28. Achievement of LAC
ATE
PTIC
To find out the extent
to which the variables
Predicting
Objectives…….
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29. To find out the extent
to which the variables
Objectives…….
Post Test Scores in
LACC
Demographic
Variables
Pretest
Treatment
Predicting
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30. Hypotheses
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31. Mean Scores - Learning Objectives - Pretest
Knowledge Understanding Application
Mean scores - Whole Pretest
There is no significant difference
Control Experimental
Ho. (1&2)
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32. Mean Scores - Learning Objectives – Post test
Knowledge Understanding Application
Mean scores - Whole Post Test
There is no significant difference
Control Experimental
Ho. (3&4)
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33. Gain Mean Scores - Learning Objectives
Knowledge Understanding Application
Gain Mean scores - Whole Test
There is no significant difference
Control Experimental
Ho. (5&6)
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34. Control Group (Existing Model)
Experimental Group (ICM)
Mean Scores
Knowledge Understanding Application Whole
There is no significant difference
Pre-Test Post-Test
Ho. (7,8,9 &10)
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35. Post Test
Scores
(Experimental
Group)
Locale
Type of Stay
Educational
Qualification
Ho. (11)
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36. Control Group
Experimental Group
Attitude towards English (ATE)
There is no significant relationship
Before the treatment After the treatment
Ho. (12)
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37. Experimental Group
Perception towards Inverted Classroom (PTIC)
There is no significant relationship
Before the treatment After the treatment
Ho. (13)
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38. Achievement
Scores
LAC
ATE
PTIC
Relationship
Experimental
Group –
Post Test Stage
Ho. (14,15&16)
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39. Treatment
(ICM &
Existing)
Demographical
Variables
Learning
Performance
of LAC
There is no
significant
effect
Ho. (17)
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40. Covariate
Considering
Pretest Intelligence
There is no significant difference between the
adjusted Post test mean scores of
Control Experimental
Ho. (18&19)
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41. Post Test scores - LAC
ATE
PTIC
There is no significant
contribution of
Predicting
H..
Ho. (20)
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42. There is no significant
contribution of
Post Test Scores - LAC
Demographic
Variables
Pretest
Treatment
Predicting
Ho. (21)
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43. Methodology
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44. Flowchart of True-Experimental Design
True
Pre-Test
Posttest
Design
True-experimental:
Pretest and posttest Control Design
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45. Research
Phases
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46. Variables
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47. Variables
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48. Particulars Descriptions
Sample B.Ed. Student
Sampling Technique Random Sampling
Total Sample Size 72
Control group 36
Experimental 36
Sample
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49. Tools
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50. Tool A - Inverted Classroom Models and Modules: Inverted classroom model-based Modules
were developed by the investigator and validated by the Expert for teaching Language Across
the Curriculum at the secondary teacher education level.
Tool B – Pre & Post Achievement Test: Parallel and Equivalent form of Pre and Post -
Achievement test in Language across the Curriculum Course developed by the investigator and
established reliability and validity with Guide. Both the Pre and Post-test consists of 85 items.
Tool C – Perception towards Inverted Classroom (PTIC): Investigator developed PTIC Scale
to measure the level of Perception towards inverted classroom on a five-point scale. The
investigator established the reliability and validity of the research tool.
Tool D – Attitude towards English language learning (ATE): The standardized attitude scale
“Students’ Attitudes towards Learning English Language” by Abidin et al., 2012 was re-
standardized for use in this study. The scale consists of 37 items about language attitudes
regarding behavioral, cognitive, and emotional aspects of attitude.
Tool E – Cattell’s Culture Fair Intelligence Test: R.B. Cattell and A.K.S.Cattell's (1961) culture
fair-test had used in this study. They are series, classification, matrices, and conditions. It has
46 items. This tool was adopted for dividing the sample into two equal groups. Re-validity
and reliability were established as the part of standardisation procedure.
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51. Tool A - Inverted Classroom Models
Inverted Classroom Models
Inverted Classroom Lesson Plans
Moodle Screenshots
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52. Watching Video /
Hearing the Audio
lectures
Students practice
what they've
learned through
conventional
schoolwork,
(one-on-one time)
Standard Inverted Classroom Model
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53. Instructors assign lecture
videos, as well as any other
video or reading related to
the day's subject
Class time is then devoted to
discussion, debating, and
exploration of the subject.
Discussion-Oriented Inverted Classroom Model
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54. Demonstration-Focused Inverted Classroom Model
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55. Faux- Inverted Classroom Model
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56. Lecture
Videos &
Resources
shared
Before
Class
Teaming
Up
to
Work
Together
Group-Based Inverted Classroom Model
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57. Online
Mode
(Virtual)
Online
Mode
(Virtual)
Virtual Inverted Classroom Model
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58. Viva Voce Presentation @ JJ & KT 58

59. Standard Inverted Classroom (Module 11 to 20)
Group based Inverted Classroom (Module 21 to 30)
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60. Inverted
Classroom
At Home
At Class
Materials
Activities
Materials
Activities
e-Video
e-text & PPT
Discussion
Chat & Quiz
e-Handouts
Debate
Seminar
Symposium
Discussion
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61. Tool B – Pre & Post Achievement Test
Pre-test Post-Test
Final Items 85 85
Cronbach’s
Reliability
0.86 0.93
Test-Retest
Reliability
0.88 0.91
Validity Content Validity Content Validity
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62. Tool C – Perception towards Inverted Classroom (PTIC)
PTE Scale Five Point Scale
Final Items 30
Cronbach’s Reliability 0.91
Validity Content Validity
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63. Tool D – Attitude towards English (ATE)
ATE Scale Five Point Scale
Final Items 30
Cronbach’s Reliability 0.91
Test Retest Reliability 0.89
Validity Content Validity
The standardized attitude scale “Students
Attitudes towards Learning English
Language” by (Abidin et al., 2012) was used
in this study
According to Abidin, et al., 2012, the scale
possesses good reliability i.e., Cronbach
alpha is 0.878 for overall scale, whereas the
value of Cornbach’s alpha about the
behavioural aspect is 0.731, the cognitive
aspect is 0.772 and for the emotional aspect
is 0.677.
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64. Site Address:
https://invertedclassroom.moodlecloud.com/
Username: cukeducation
Password: education@1
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65. INTERVENTIONS PHOTOGRAPHS
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66. INTERVENTIONS PHOTOGRAPHS
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67. Experimental Validity
Internal Validity
The present study controlled or minimized the threats to
internal validity caused by the following variables in the
manner described.
• History
• Maturation
• Testing
• Statistical Regression
• Selection bias
• Experimental Mortality
• Interaction of selection and maturation, selection and
history
External Validity
In the present experimental design external validity was
assured and the corresponding threats were minimized by
taking the following precautions.
• The lecture method (traditional method) was treated for
the control group.
• The real classroom situations and instruction by regular
teachers eliminated the artificiality of a contrived
situation.
• Even though the two groups were from same place, there
were no other special instruction or experimentation has
taken place. Therefore, Interaction effects were totally
absent.
• The Hawthorne effect was removed as the classroom
teachers themselves were teaching, conducting tests
under normal circumstances. Intact classes were taken ‘as
was where was’ conditions and to meet the initial
differences on the criterion measure, ANCOVA used.
• Since the subjects were not exposed to any experiment
earlier there was no scope for threat from this factor.
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68. DATA ANALYSIS
STATISTICAL TECHNIQUES USED
ANALYSIS CALCULATIONS
Descriptive Analysis Mean & SD
Differential Analysis ‘t’ test
Main and Interaction Effects ANOVA , ANCOVA
Relationship Pearson Product Moment Coefficient
Correlation
Significant Predictors Multiple linear Regression
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69. FINDINGS
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70. Group Descriptive Statistics Pre-test Post-test
Experimental
Group
N 36 36
Mean 20.78 66.89
Median 21.00 66.00
Mode 20 65
Std. Deviation 4.134 7.486
Variance 17.092 56.044
Skewness -.208 .083
Kurtosis -.275 -.888
Minimum 12 54
Maximum 29 81
Percentiles 25 18.25 61.25
75 24.00 73.00
Descriptive Statistics Results of
Pre-test and Post-test Scores of Experimental Group
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71. Group Descriptive Statistics Pre-test Post-test
Control
Group
N 36 36
Mean 20.58 31.72
Median 23.00 31.50
Mode 23 30
Std. Deviation 9.113 4.158
Variance 83.050 17.292
Skewness -.267 .769
Kurtosis -.705 0.381
Minimum 5 24
Maximum 37 44
Percentiles 25 13.25 29.25
75 26.75 34.00
Descriptive Statistics Results of
Pre-test and Post-test Scores of Control Group
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72. Group Descriptive Statistics Pre-test Post-test
Experimental
Group
N 36 36
Mean 159.75 183.94
Median 164.00 183.00
Mode 164 193
Std. Deviation 15.575 10.645
Variance 242.593 113.311
Skewness -.656 .850
Kurtosis -.399 0.034
Minimum 121 163
Maximum 184 221
Percentiles 25 145.50 178.00
75 171.50 192.00
Descriptive Statistics of
before and after the treatment of Experimental Group in
their Attitude towards English
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73. Group Descriptive Statistics Before the
Treatment
After the
Treatment
Control
Group
N 36 36
Mean 118.22 150.78
Median 124.00 153.50
Mode 124 117
Std. Deviation 25.157 19.234
Variance 632.863 369.949
Skewness -.635 -.326
Kurtosis .374 -.706
Minimum 51 114
Maximum 166 186
Percentiles 25 101.75 135.50
75 39.00 164.00
Descriptive Statistics of before and after the treatment
of Control Group in their attitude towards English
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74. Group Descriptive Statistics Before the
Treatment
After the
Treatment
Experimental
Group
N 36 36
Mean 107.31 114.92
Median 107.00 114.00
Mode 107 114
Std. Deviation 8.698 7.813
Variance 75.647 61.050
Skewness .000 .228
Kurtosis .157 -.154
Minimum 88 99
Maximum 125 133
Percentiles 25 103.00 110.00
75 111.50 120.00
Descriptive Statistics of before and after the treatment
of Experimental Group in their Perception towards
inverted classroom scores
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75. Group N Mean SD df ‘t’ p Remarks
Experimental 36 20.78 4.134
70 0.117 0.908
Not
Significant
p > 0.05
Control 36 20.58 9.113
t-test Results of Comparison of Experimental Group and Control group in terms of whole pre-
test & Learning objective wise pre-test
Learning
Objectives
Group N Mean SD df ‘t’ p Remarks
Knowledge Experimental 36 10.53 3.69
70 0.411 0.682
Not
Significant
p > 0.05
Control 36 10.11 4.82
Understanding Experimental 36 6.67 2.21
70 0.567 0.786
Not
Significant
p > 0.05
Control 36 6.97 3.76
Application Experimental 36 3.58 .90
70 0.342 0.956
Not
Significant
p > 0.05
Control 36 3.81 .95
PRE-TEST
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76. t-test Results of Comparison of Control Group and Experimental group in terms of whole post-
test and in terms of learning objective wise post-test
Group N Mean SD df ‘t’ p Remarks
Experimental 36 66.89 7.486
70 24.639 0.00 Significant
p < 0.05
Control 36 31.72 4.158
Learning
Objectives
Group N Mean SD df ‘t’ p Remarks
Knowledge Experimental 36 28.8 3.45
70 20.87 0.00 Significant
p < 0.05
Control 36 14.7 2.14
Understanding Experimental 36 29.3 4.44
70 18.90 0.00 Significant
p < 0.05
Control 36 12.7 2.84
Application Experimental 36 8.6 1.71
70 13.14 0.00 Significant
p < 0.05
Control 36 4.1 1.0
POST-TEST
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77. Group N Mean SD df ‘t’ p Remarks
Experimental 36 46.11 8.417
70 18.332 0.00 Significant
p < 0.05
Control 36 11.14 7.758
t-test Results of Comparison of Experimental Group and Control group in terms of Gain
Scores and Learning Objective wise Gain Score
Group N Mean SD df ‘t’ p Remarks
Knowledge Experimental 36 18.3 4.49
70 13.90 0.00 Significant
p < 0.05
Control 36 4.6 3.85
Understanding Experimental 36 22.7 5.60
70 15.99 0.00 Significant
p < 0.05
Control 36 4.1 4.16
Application Experimental 36 5.0 2.02
70 6.56 0.00 Significant
p < 0.05
Control 36 2.3 1.31
GAIN
MEAN
SCORE
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78. Group Test Mean SD N Df r t p Remarks
Control
Group
Pre-Test 20.58 9.11
36
35 0.53 8.61 0.00 Significant
p < 0.05
Post-Test 31.72 4.15
t-test Results of Comparison of Pre & post-test, learning objective wise pre &post
test scores of control group
Learning
Objectives
Test Mean SD N Df r t p Remarks
Knowledge Pre-test 10.11 4.82
36 35 0.62 7.219 0.00
Significant
p < 0.05
Post-test 14.75 2.14
Understanding Pretest 8.67 4.76
36 35 0.49 5.920 0.00 Significant
p < 0.05
Posttest 12.78 2.84
Application Pretest 1.81 .95
36 35 0.15 10.897 0.00 Significant
p < 0.05
Posttest 4.19 1.06
Control
Group
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79. Group Test Mean SD N Df r t p Remarks
Experimental
Group
Pre-Test 20.78 4.13
36 35 0.03 32.87 0.00 Significant
p < 0.05
Post-Test 66.89 7.48
t-test Results of Comparison of Pre-test and post-test scores of Experimental Group
Learning
Objectives
Test Mean SD N Df r t p Remarks
Knowledge Pre-test 10.53 3.69
36 35 .21 24.52 0.00 Significant
p < 0.05
Post-test 28.89 3.45
Under-
Standing
Pre-test 6.67 2.21
36 35 -.34 24.32 0.00 Significant
p < 0.05
Post-test 29.39 4.44
Application Pre-test 3.58 .90
36 35 -.10 14.92 0.00 Significant
p < 0.05
Post-test 8.61 1.71
Experimental
Group
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80. Demographic
Variables
Sub
Group
N Mean SD df ‘t’ p Remarks
Locale Urban 17 64.2 8.77
34 2.056 0.04 Significant
p < 0.05
Rural 19 69.2 5.33
Type of Stay Day Scholar 7 67.4 5.38
34 0.210 0.21
Not
Significant
p > 0.05
Hosteller 29 66.7 7.98
Educational
Qualification
UG 27 66.9 7.99
34 0.101 0.92
Not
Significant
p > 0.05
PG 9 66.6 6.10
t-test Results of experimental group with reference to the
demographical variables in the post test achievement.
Demographic
Variables
80
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81. Group Treatment Mean SD N Df r t p Remarks
Control
Group(ATE)
Before 118.2 25.1
36 35 .21 6.91 0.00 Significant
p < 0.05
After 150.7 19.2
Experimental
Group (ATE)
Before 159.7 15.5
36
35 .14 8.26 0.00 Significant
p < 0.05
After 183.9 10.6
t-test Results of Comparison before and after the treatment of Control in the ATE and
Experimental Group in the ATE and PTIC
Experimental
Group(PTIC)
Before 107.3 8.69
36 35 -.27 3.45 0.00 Significant
p < 0.05
After 114.9 7.81
ATE
PTIC
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82. Variables N df r p Remarks
Post Test of LAC
Vs
Post Test of ATE
36 34 0.356 0.033 Significant
p < 0.05
Correlation Results of Achievement Scores of LAC and ATE , Achievement Scores of LAC and PTIC and
ATE and PTIC in the Post Test Stage
Variables N df r p Remarks
Post Test of LAC
Vs
Post Test of PTIC
36 34 0.793 0.00 Significant
p < 0.05
Variables N df r p Remarks
Post Test of ATE
Vs
Post Test of PTIC
36 34 0.006 0.972 Not Significant
p < 0.05
Correlation
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83. ANOVA Summary result of methods of Teaching and the selected demographic variables and their
interactions on the achievement scores of LAC Course
Source
Type III Sum of
Squares
Df Mean Square F P Partial eta
Squared
Corrected Model 22601.769 15 1506.785 37.915 .000 .910
Intercept 93501.399 1 93501.399 2352.755 .000 .977
Group (G) 11626.388 1 11626.388 292.552 .000 .839
Locality (L) 82.253 1 82.253 2.070 .156 .036
Residence (R) 5.275 1 5.275 .133 .717 .002
Qualification (Q) 4.960 1 4.960 .125 .725 .002
G * L 58.742 1 58.742 1.478 .229 .026
G * R .415 1 .415 .010 .919 .000
G * Q 7.815 1 7.815 .197 .659 .003
L * R 4.281 1 4.281 .108 .744 .002
L * Q .253 1 .253 .006 .937 .000
R* Q 3.093 1 3.093 .078 .781 .001
G* L * R 31.747 1 31.747 .799 .375 .014
G* L * Q 10.359 1 10.359 .261 .612 .005
G * R * Q 1.053 1 1.053 .026 .871 .000
L * R* Q 3.194 1 3.194 .080 .778 .001
G * L * R* Q 7.563 1 7.563 .190 .664 .003
Error 2225.509 56 39.741
Total 199862.000 72
Corrected Total 24827.278 71
4
-Way
ANOVA
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84. Source Type III Sum of
Squares
Df Mean Square F P Partial eta
Squared
Corrected Model
22417.981a 2 11208.990 321.015 .000 .903
Intercept 14847.760 1 14847.760 425.226 .000 .860
Pre-Test 157.481 1 157.481 4.510 .037 .061
Group 22204.040 1 22204.040 635.903 .000 .902
Error 2409.297 69 34.917
Total 199862.000 72
Corrected Total 24827.278 71
ANCOVA Result of comparison of Adjusted Mean Scores on LAC of Experimental Group and
control group by considering Pre-total as covariate
ANCOVA
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85. Source
Type III Sum of
Squares
Df Mean Square F P Partial eta
Squared
Corrected Model
22445.943a 2 11222.972 325.190 .000 .904
Intercept 2763.707 1 2763.707 80.079 .000 .537
Intelligent Score 185.443 1 185.443 5.373 .023 .072
Group 22426.699 1 22426.699 649.822 .000 .904
Error 2381.334 69 34.512
Total 199862.000 72
Corrected Total 24827.278 71
ANCOVA
ANCOVA Result of comparison of Adjusted Mean Scores on LAC of Experimental Group and control
group by considering intelligence as covariate
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86. R R Square Adjusted R Square Std. Error of the Estimate
.271a .074 .017 7.421
Source
Sum of Squares df Mean Square F p Remarks
Regression 144.300 2 72.150
1.310 .283 Not
Significant
Residual 1817.256 33 55.068
Total
1961.556 35
Regression
Regression Analysis Summary for ATE and PTIC predicting Post-Test
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87. Regression
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88. Educational
Implications
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89. Educational Implications
These ICM models promotes a meaningful learning to the learners
ICM Model based materials (Prepared by the investigator) helps
the learners to learn by themselves with their own speed
Implementation of inverted classroom model play a key role in
modernizing education sector according to the current needs.
Inverted classroom helps to create interest in accessing online and
digital contents.
Inverted classroom model makes language learning more
meaningful and reduces anxiety of the learner.
Inverted classroom model helps to explore students attitude
towards technology and language learning.
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90. As a pedagogical practice inverted class room model is
a evidence based teaching strategy which gives insight
to both learner and teacher regarding their own
capacity.
Inverted classroom model induces the learner to reduce
the cognitive load of usual classroom environment
since it has the feature of blended and flipped
learning.
Attitude towards inverted classroom model can be
strengthened by incorporating novel and varied
multimedia content in the delivery and execution if the
model.
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91. The claims of the study act as an input for future researchers to plan, initiate and
implement inverted classroom model in various other academic environment
The study is an indicator for how technology and time can be integrated
effectively in classroom transaction.
The study further emphasize the need of acquiring specialized skills that are
essential for applying inverted classroom model.
Students are Actively involved in Learning Process
Improved theoretical Knowledge and Practical skills.
Freedom in Learning
Openness ,at the same time keeping privacy
Corroborate learners interest 91
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92. SUGGESTION FOR FURTHER RESEARCH
Same method can be applied for the other topics also.
Larger sample with a wider area could be chosen in a further
research study, it will substantiate the validity of these findings.
It will be implemented in D.Ed, M.Ed, Science, Technology,
Engineering, and Mathematics subjects.
Prepare Videos in an enjoyable and an interactive way.
how to produce low cost yet effective modules using easily
accessible and affordable technology 92
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93. 93
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