Author(s)

Masila Alias¹, Zanaton H. Iksan¹, Aidah Abd Karim¹, Ahmad Mughis Hussein Mohd Nawawi², Siti Rabiatuladawiyyah Mohd Nawawi³

¹Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Malaysia.
²Faculty of Art, Computing and Creative Industry, Universiti Pendidikan Sultan Idris, Tanjung Malim, Malaysia.
³Faculty of Education, Universiti Teknologi MARA, Puncak Alam, Malaysia.

This quasi-experimental research aimed to determine the effectiveness of flipped classroom (FC) in improving problem solving skills (PSS). 120 secondary school science stream students were involved in this study. Pre- and post-PSS questionnaire were used as instruments and data were analysed using descriptive and inferential statistics. One-way ANOVA revealed that the mean difference between the study and control groups was 2.14, 2.68 and 0.58, P < 0.05. MANOVA analysis showed that there was an increase in sub-PSS, while Factorial MANOVA showed significant main and interactions effects. This proved that the FC approach had succeeded in improving PSS. Therefore, the MOE needs to provide professional training to teachers, school administrators need to reward the teachers, teachers need to sacrifice their time and money, parents need to give their trust and finally, students need to change their “spoon-feed” attitude to progress towards independent-learning. Problem-based learning needs to be integrated with FC.

Flipped Classroom, Problem-Based Learning, Problem Solving Skill, Secondary School

Alias, M. , Iksan, Z. , Karim, A. , Nawawi, A. and Nawawi, S. (2020) A Novel Approach in Problem-Solving Skills Using Flipped Classroom Technique. Creative Education, 11, 38-53. doi: 10.4236/ce.2020.111003.