Flipped Learning as an Alternative for Effective and Efficient Learning Pathway in Technical and Vocational Education and Training (TVET): Evidence from Koforidua Technical University – Ghana

Abstract

An essential part of equity and inclusion in education is to allow learners from different backgrounds options through flexible modes. With flexible modes, girls, the poor, disadvantaged and the marginalized would not be left out in education. Flexibility in learning primarily seeks to remove barriers to education and to give the learner choice in terms of what, where, when and how to study. One intrinsic benefit in doing this is building self-confidence and esteem of the learner. It is done by creating the right environment for learning to take place and making the facilitator/lecturer/teacher the guide on the side and not the sage on the stage. The paper therefore seeks to assess the efficiency and effectiveness of “Reserve Learning or Flipped Classroom” in Koforidua Technical University, a technical vocational education and training (TVET) institution. One hundred and forty-six (146) students were randomly selected whereas five (5) facilitators were purposely sampled for the study. Students’ results from the selected courses were compared with results of same students in courses taken in the traditional mode. Results from the study show that there is significant difference (p–value < 0.01) in scores obtained in flipped lessons than the traditional face-to-face methods. The most utilized material for learner preparation was video and students showed more preference for materials with graphics than those with text. The study also revealed that facilitators believed flipped learning can gradually replace tradition teaching methods with the right technology. The study recommends the institutionalization of reserve learning/flipped classroom in the Ghanaian educational systems to help build the self-esteem of learners and inculcate into graduates the soft skills for solving real world problems. // Paper ID 130