The aim of conducting this study is to investigate flipped classroom model effects on students’ achievement in reading comprehension and perspectives. The methodology used was quantitative with quasi-experimental nonequivalent control group design. They were divid More
The aim of conducting this study is to investigate flipped classroom model effects on students’ achievement in reading comprehension and perspectives. The methodology used was quantitative with quasi-experimental nonequivalent control group design. They were divided into two groups based on purposive sampling, each with 25 students. A multiple-choice reading comprehension test with forty items and a questionnaire with thirty items made up the research tools. The questionnaires' reliability and validity were evaluated with the Pearson Correlation test. The Cronbach's Alpha with the significance level 5% at (0.308) was 0.882. The data were examined using the paired sample t-test. A Likert Scale was used to analyze students’ perspectives towards flipped classroom model. The results of the study showed that (1) there was a significant difference in reading comprehension achievement between students who were taught with flipped classroom model compared to that of those who were not (16.00000 ˃ 6.50000), and (2) the results of students’ questionnaire indicated that based on the Cohen's d effect size calculation the relationship between the variables was 1.5059 (1.00>), and the effect size was strong (1.00>) range meaning that students have a positive perception of the teaching of reading comprehension by using Flipped classroom model. Therefore, it is recommended that English lecturers may use flipped classroom model in their respective schools and use resources for enhancing students’ reading comprehension achievement.
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