Page 257 - RUICHSS 2023 Proceeding

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

2014). Extensive research has been conducted in the areas of teacher

perceptions related to flipped classrooms, and how this approach can be
developed (Bajunury, 2014; Mull, 2012; Kim, Khera, and Getman, 2015). It

was also shown by Kutahnecioglu and Balakrishnan (2018) that teachers'

perceptions and teacher behaviours impact more on the implementation of the
flipped approach and students' achievement in mathematics. However, in Sri

Lanka, only a few research studies have been conducted on teacher
perceptions of this flipped classroom approach and its implementation.

According to the literature review, the Southern province has not yet been

undertaken in research related to the topic under study: the flipped classroom
approach. Therefore, the Galle Education Zone of Southern province was

selected as the research area to fill this research gap.

2. Research Methodology

This study is a descriptive sample survey study based on the mixed method.

To achieve the objectives of the study, multiple research tools were used

including questionnaire and face-to-face interviews. The use of these tools
enabled the researcher to validate the study results and get more reliable

findings. A face-to-face interview was conducted with 10 mathematics
teachers who were randomly selected, to triangulate the data obtained from

the questionnaires. In order to construct the Likert scale questionnaire, the
st
components of life and career skills exposed by the Partnership for 21
Century Learning framework were initially considered. The survey

questionnaires were distributed to 244 mathematics teachers with pre-training
in the flipped classroom, from secondary schools in the Galle zonal
198