Page 254 - RUICHSS 2023 Proceeding

University of Ruhuna ISSN: 2706-0063
Matara, Sri Lanka

Using Flipped Classroom Approach to Enhancing Career and
Life Skills: A Study With Mathematics Teachers

1*
2
I.S.K.Eriyagama , B.M.S.Bandara
,
1
G/Amarasuriya Teachers College. Unawatuna, Sri Lanka.
2
Faculty of Social Sciences and Humanities, University of Rajarata, Sri Lanka.
shamalieriyagama@gmail.com*

Abstract
Along with technological advancements, there has been a transformative shift in educational
practices due to a new paradigm. In this context, there is an increased focus on blended
learning models where technology is used to enhance universal design for the learning-
teaching paradigm. The flipped classroom approach is a popular blended learning pedagogical
practice in mathematics education, providing students with opportunities to enhance 21
st
century skills to learn at their own pace and from anywhere. In 2017, Steve and Kaurb stated
that the flipped classroom has evolved into a more active, participatory environment,
contributing to improved creativity and the development of life and career skills in learners,
which aligns with the demands of the 21st century, shaped by pedagogy and technological
advancements. This study adopted a mixed method design; the data was collected through
questionnaires and interviews. The questionnaires were administrated to 244 mathematics
teachers in the Galle education division, and face-to-face interviews were conducted with 10
mathematics teachers who were selected randomly from the sample. Data were analysed
quantitatively using SPSS (Version 25) software. It is clear that the majority of teachers
(78.3%) perceived that the flipped classroom approach fosters flexibility and adaptability in
students. Additionally, 69.6% of teachers revealed that they are able to respond to students'
social interaction needs in the flipped classroom. This means that the majority of teachers in
the sample have positive attitudes toward the flipped classroom as a suitable method for the
development of social interactions among students. Also 70.5% of the teachers believe that
the flipped classroom promotes leadership skills among both teachers and students. However,
only 58.6% of the sample agreed that the flipped classroom approach encourages students to
take accountability for their learning. Interview results revealed that the teachers expressed
positive attitudes toward the potential of the flipped classroom model to develop career and
life skills in students. However, teachers also highlighted barriers to implementing this portal
in Sri Lanka, such as insufficient technological resources both at school and home, and the
weak internet connections.

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