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Assessing Early Childhood Development Teachers’ Perceptions on the Use of the Flipped Classroom Method in the Teaching and Learning Process in Zimbabwe

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  • Dr. Sikhangezile Nkomo

    (Midlands State University, Zimbabwe)

  • Dr Leah Makonye

    (Midlands State University, Zimbabwe)

Abstract

Globally, the (COVID-19) epidemic brought about a crisis in schooling that had never been seen before. Due to this situation, all face-to-face interactions within educational institutions had to be suspended in order to stop the virus’s transmission and lessen its effects. Traditional pedagogical techniques of instruction were automatically suspended as a result of the ongoing lockdown limitations. The adaptation of new online teaching and learning methodologies. One method of teaching that is quickly gaining popularity in schools all over the world is the flipped classroom model, which involves having students participate in hands-on activities in the classroom while also watching instructional videos or hearing lectures electronically. To enhance learning outcomes for students, a relatively innovative approach to teaching and learning has been implemented. There is, however, little research on how Early Childhood Development (ECD) teachers see the flipped classroom approach. The study’s aim was to close this gap by examining ECD instructors’ perspectives in order to comprehend how the flipped classroom approach helps the learning of ECD students in centers. The concerns-based adoption model, a fundamental qualitative design, served as the study’s foundation. To learn more about how this technique is used by teachers and school officials, in-depth interviews and focus groups were conducted. Data analysis employed theme inductive methodology. Despite some difficulties, the results showed that most teachers thought the flipped classroom concept was quite beneficial. The findings also showed that teachers changed their roles, putting the students at the center of the learning process. By providing decision-makers and other interested parties with qualitative evidence to support the use of the flipped classroom model in ECD settings, this study helps to bring about social change. The study suggests that the flipped classroom can be used effectively at the ECD level if a stakeholder approach is used to accommodate the learners’ various demands. Future studies can concentrate on challenges associated with the use of the flipped classroom model in the teaching and learning process at the level of Early Childhood Development.

Suggested Citation

  • Dr. Sikhangezile Nkomo & Dr Leah Makonye, 2023. "Assessing Early Childhood Development Teachers’ Perceptions on the Use of the Flipped Classroom Method in the Teaching and Learning Process in Zimbabwe," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 7(6), pages 1637-1655, June.
    • Handle: RePEc:bcp:journl:v:7:y:2023:i:6:p:1637-1655
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    References listed on IDEAS

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    1. Sandi Findlay-Thompson & Peter Mombourquette, 2014. "Evaluation Of A Flipped Classroom In An Undergraduate Business Course," Business Education and Accreditation, The Institute for Business and Finance Research, vol. 6(1), pages 63-71.
    2. Julia Osgerby, 2013. "Students' Perceptions of the Introduction of a Blended Learning Environment: An Exploratory Case Study," Accounting Education, Taylor & Francis Journals, vol. 22(1), pages 85-99, February.
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