Author Information
Kenneth Yuomeyse, University of Yaounde 1, CameroonNguele Owono Marie Joelle, university of yaounde 1, Cameroon
Abstract
The study explores perceptions of teachers’ attitudes toward flipped classroom pedagogy in primary schools. The expansion of present-day technologies has confronted the traditional role of classroom instructors with regard to content delivery and learners’ participation. Many school instructors are still adhering to negative perceptions of their attitudes toward flipped classroom pedagogy. Flipped learning is a learner-centered pedagogy controlled by discrete teaching bases that explicitly depend on technology and interactive learning experiences during teaching and learning. The study was conducted in the Mfoundi District, Center Region of Cameroon. The participants were 280 primary school teachers. These participants were selected using a simple random sampling technique in a descriptive survey research design. Data collected using the questionnaire, and the mean, standard deviation, Pearson Moment Correlation and Multiple Regression Analysis were used to analyze the data. The results disclosed a significant positive relationship between perceptions of the implementation of flipped learning, challenges faced during implementation, potential benefits and teachers’ attitudes toward flipped classroom teaching. The study recommends effective professional development in the implementation and acquisition of 21st century technology skills required for flipped classroom practices. There should be alignment between curricular goals, selected technologies, learners’ needs and teaching styles. Both teachers, parents and learners should have clear objectives to achieve before, during, and after the classroom. Teachers should create teaching and learning activities that provide learners opportunities to broaden their comprehension and accomplish higher-level cognitive competences, which are the main attributes of flipped pedagogy.
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