Page 261 - RUICHSS 2023 Proceeding

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

and career skills, and a deeper understanding of new concepts and products in

mathematics. Since the development of skills in students is essential to the
economy of the society, it is contextually important to examine the teacher's

perceptions of acquiring those skills through a flipped approach.

5. Results and Findings

It was revealed that the majority (78.3%) of teachers were in the view that

flipped classrooms improved students' flexibility with engaging activities. It
is clear that the majority of teachers perceive that the flipped classroom

approach creates flexibility and adaptability skills in students. Furthermore,
66% of the teachers agreed that students can reflect critically on past

experiences in order to inform self-direction in flipped classrooms. In addition,

69.6% of them revealed that flipped classroom enables teachers to act in
response to students’ social interaction needs. This means that the majority of

teachers in the sample have positive attitudes towards creating social
interaction in students through the flipped classroom. Additionally, 75% of the

sample indicated that flipped classroom reverses the role of the student from

a passive observer to an active participant.

Furthermore, the majority of teachers (88.6%) stated that the flipped
classroom helps students to deliver effective learning outcomes (Productivity)

and 80% of the teachers reported that the flipped classroom strengthens
students' preparation before coming to class. 87.65% of teachers agreed that

the flipped classroom develops responsibility skills for each student by

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