The relationship between flipped learning and pupils’ performance: a reflection on alternative philosophical underpinnings

Joint Authors

Nuri, Ismail Muhammad
Javanmiri, Muhammad Sadiq

Source

Journal of University of Human Development

Issue

Vol. 7, Issue 3 (31 Aug. 2021), pp.104-114, 11 p.

Publisher

University of Human Development

Publication Date

2021-08-31

Country of Publication

Iraq

No. of Pages

11

Main Subjects

Educational Sciences
English Language and Literature

Topics

Abstract EN

This research paper investigates the significance of the relationship between flipped learning and pupils’ academic performance in secondary schools in the Kurdistan Region of Iraq especially with a focus on alternative philosophical underpinnings.

Undoubtedly, the significance of this study in the field of educational research bubbles over with controversies.

Professional researchers/teachers’ disagreements about what happens in schools emanate from the difference in philosophical lenses employed in understanding phenomena, divergent visions regarding the purpose of schooling, and what constitutes an ideal society and cultural differences.

This research attempts to understand teachers’ perception of reality in classrooms and fathoms the relationship between flipped learning and pupil’s academic performance, engagement and achievement.

The research methodology employed has focused on mixed methods that allow the data analysis to adopt an interpretive approach and attempted to address the research questions by developing a structured observation and a questionnaire to facilitate the data collection procedure.

The findings show that alternative philosophical underpinnings bear profound effects on pupils’ learning: teachers and the epistemologies and ontologies employed to understand reality in classrooms significantly impact flipped learning and pupils’ academic performance.

The results suggest that these implications share common critical statements found in the related literature reviews that also indicate reflections on alternative philosophical underpinnings.

American Psychological Association (APA)

Nuri, Ismail Muhammad& Javanmiri, Muhammad Sadiq. 2021. The relationship between flipped learning and pupils’ performance: a reflection on alternative philosophical underpinnings. Journal of University of Human Development،Vol. 7, no. 3, pp.104-114.
https://search.emarefa.net/detail/BIM-1446204

Modern Language Association (MLA)

Nuri, Ismail Muhammad& Javanmiri, Muhammad Sadiq. The relationship between flipped learning and pupils’ performance: a reflection on alternative philosophical underpinnings. Journal of University of Human Development Vol. 7, no. 3 (Aug. 2021), pp.104-114.
https://search.emarefa.net/detail/BIM-1446204

American Medical Association (AMA)

Nuri, Ismail Muhammad& Javanmiri, Muhammad Sadiq. The relationship between flipped learning and pupils’ performance: a reflection on alternative philosophical underpinnings. Journal of University of Human Development. 2021. Vol. 7, no. 3, pp.104-114.
https://search.emarefa.net/detail/BIM-1446204

Data Type

Journal Articles

Language

English

Notes

Includes bibliographical references : p. 114

Record ID

BIM-1446204