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An exploratory case study of four flipped classes in a local secondary school
Chi Wai LIE, Khe Foon HEW

Last modified: 2017-05-02


Flipped classroom is an innovative technology-facilitated pedagogy in many education institutes. Current case studies on the flipped model applied in local schools are limited. This paper explores four flipped classes across three subjects conducted in a Hong Kong secondary school. In Classes 1&2, a Flipped Classroom Chinese Language approach was offered for students (n = 12 and n = 38 respectively) in Form 2 (Grade 8). In Class 3, Form 3 (Grade 9) students (n = 124) participated in Flipped Classroom Physics approach. In Class 4, a Flipped Classroom Information & Communication Technology approach was offered for students (n = 11) in Form 4 (Grade 10). All the Flipped Classroom approaches utilized the Merrill’s First Principles of Instruction design theory. Paired t-test results indicated significant learning gains in Class 1 & 3 but not in Class 2 & 4. Based on the feedback and suggestions of students and teachers as well as existing literature, possible reasons for insignificant learning gains, recommendations for lesson planning, the design of out-of-class and in-class learning of Flipped Classroom and the directions of future research are proposed.