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Ghanaian Teachers and Flipped Classroom Insights

The article examines the knowledge and usage of the flipped classroom instructional strategy among Ghanaian teachers, revealing that none had previously utilized or learned about this model. It highlights the necessity for access to technology and professional development for effective implementation. The author reflects on their own lack of exposure to the flipped classroom model and expresses a desire to explore its application further in various subjects.

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Shannon Lucas
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3 views2 pages

Ghanaian Teachers and Flipped Classroom Insights

The article examines the knowledge and usage of the flipped classroom instructional strategy among Ghanaian teachers, revealing that none had previously utilized or learned about this model. It highlights the necessity for access to technology and professional development for effective implementation. The author reflects on their own lack of exposure to the flipped classroom model and expresses a desire to explore its application further in various subjects.

Uploaded by

Shannon Lucas
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Yeboah, R., Ampadu, E., Ahwireng, D., Okrah, A. (2020).

Knowledge and Usage of Flipped Classroom

Instructional Strategy: The Views of Ghanaian Teachers. Journal of Education and Learning. 9(3),

57-65.

Article Summary

The main idea of the chosen article was to look at the knowledge of a teacher in a flipped classroom

in Ghana. A flipped classroom takes what would have been presented in class as a note taking session

becomes homework; while what would have been homework now becomes classroom discussion.

Some interesting takeaways from this study was that none of the Ghanian teachers who took part in

the study had ever utilized the flipped classroom model in their classrooms. Nor did they ever have it taught

to them when they were students. Also, the teachers that were involved with the study figured out that the

flipped classroom strategy is one that is student-centered. The teachers more than likely figured this out

during their research and not from knowing anyone that has used this strategy. One of the findings of the

study was to be able to effectively implement the flipped classroom strategy, students and teachers needed

to have access to technology. The conclusion was that there needed to be more professional development

for teachers to use learning management systems technology.

Personal Reflection

One of the interesting things I found in this article was that the Ghanian teachers had never heard of

the flipped classroom model. Secondly, it took nearly 13 years for the flipped classroom strategy to make its

way to the country of Ghana.


Some of the questions that I had after reading the article was which subject was this taught

with? The author mentioned in the introduction that the flipped classroom model had been used in

mathematics and social sciences. I would love to see how this would have played out with science

teachers and science concepts. A good follow up to this particular study would have been not only to

see how the teachers continued to handle the flipped classroom model, but gathered data on the

student’s performance, confidence, teamwork, and motivation. After reading this article my interest in

learning more about the flipped classroom increased. Like the subjects in this study, I too had never

used the flipped classroom model, nor was it used when I was a student. I have not been a classroom

since 1998 so the flipped classroom model was not around when I was last in school. I never took the

time to do my own research so this article was my research.

This article touches on the first TKES standard that I wanted to try and fortify, instructional

strategies. The one thing that I have learned in my third year of teaching is that there is a myriad of

strategies that are available for me to use as an educator. One of them is the flipped classroom. As a

new teacher I would like to be able to have a toolbox of commonly used strategies that I can go to

whenever I need to. I am also open to using new ones too. Having seven to ten strategies to consistently

use would help me feel more secure in ability to deliver content to my students.

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