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Title DEVELOPING 21st CENTURY SKILLS THROUGH FLIPPED CLASSROOM AT POSTGRADUATE LEVEL

Author(s) Asma Akhtar NATIONAL

Abstract The study was designed to measure the level of 21st century skills development; to examine the practice of Flipped classroom approach and to measure the effect of Flipped classroom in developing 21st century skills at Postgraduate level. Conceptual framework of the study was based on two models. Flipped classroom model developed by Bishop and Verleger (2013), while the 21st century skills model developed by Binkley et al., (2012). Flipped classroom involved five sub- sections named as peer-tutoring, collaborative learning, problem based learning, active learning and e- learning and 21st century skills model involved three main dimensions named as fundamental skills, Meta skills and humanistic skills and each dimension had three sub- dimensions. The research was based on quantitative research approach with Ex-Post Facto research design. The Population of the research consisted of 586 students from management sciences programs enrolled spring session(2021) of three public sectors universities of Islamabad that used flipped classroom method. Census sampling technique was used by the researcher. Data was collected with the help of adapted tool. The reliability value of flipped classroom scale was .92 and 21st century skills development scale was .96. As 100% of the population was selected as sample size, however 40 respondents contributed in pilot testing and rest 546 students were selected for final data collection. The questionnaires were distributed by the researcher among 546 students by which 520 questionnaires were returned. Therefore, the rate of returned was 95%. Data was analyzed by utilizing Cronbach’s Alpha reliability, item-total correlation, inter-section correlation, individual score, mean and linear regression. Findings revealed that (94%) students were at above average level of 21st century skills development. It revealed that students agreed with the status 4 for practicing flipped classroom method. It shows that flipped classroom had 44% positive significant contribution in developing 21st century skills and the null hypothesis was failed to accept. On the basis of findings, it is recommended Teacher may further improve students’ skills by using brainstorming, think-pair-share and self-directed learning activities in teaching and learning process. Teacher may continue group work, video tutorial and lab experiments to check learning practices of students. Teacher may encourage the students to share their understanding by using discussion, debate and peer-instruction.

Type Thesis/Dissertation MS

Faculty Social Sciences

Department Education

Language English

Publication Date 2023-06-19

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