Mathematics Teacher’s Perceptions of Flipped Classroom Approach towards Digital Literacy Skills
DOI:
https://doi.org/10.60072/ijeissah.2023.v2i01.005Abstract
Background: In 21st-century education, significant advancements have surfaced in digital literacy, transforming learning and teaching approaches. Methods: When addressing the competencies, teachers should be aware of the new blended teaching methods as they are the pioneers in guiding the students, the future of our nation. The flipped classroom (FC) approach is one of the popular pedagogical practices providing opportunities for students to encounter digital literacy experiences in the 21st -century. Hence this study was launched to find out the mathematic teachers’ perceptions of FC towards digital literacy skills in students. This study adopted a mixed method design; the data was collected using a questionnaire and interview. The researcher used purposive sampling to give the attitude scale questionnaire to 244 math teachers in Galle. Additionally, 10 teachers were randomly selected for in-depth interviews. Data were analyzed quantitatively using SPSS software and qualitatively using thematic analysis. Results: The result showed that many sample was in the view that the FC approach can promote teachers to become organizers of information literacy. Also, most teachers agreed that the FC approach can communicate students’ ideas with each other by utilizing multiple media and technologies. Conclusion: Findings also revealed that there were statistically significant differences in teacher perceptions due to gender in imparting digital literacy skills through FC. The results demonstrated that the sample was aware of the importance of the FC approach. Therefore, practice-oriented strategies should be used to improve mathematics teacher implementation in Sri Lanka.
Keywords:
Mathematics Teacher, Flipped Classroom (FC), Digital Literacy SkillsReferences
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