Page 262 - RUICHSS 2023 Proceeding

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

encouraging students to complete the pre-preparation activities before coming

to the classroom. Also, 70.5% of the teachers are in view that flipped
classrooms promote leadership skills in both the eachers and students. But

only 58.6% of the sample agreed that the flipped classroom approach promotes

students' accountability for their learning. The interview results revealed that
the majority of teachers believe that the flipped classroom approach leads

students to self-learning before coming to class. As a result, students are more
likely to develop responsibility, inquiry-based learning, collaboration with

peers and leadership skills. It has been revealed that there is a significant

difference between the mean of perceptions of male and female mathematics
teachers towards the life and career skills at α≤ 0.05, (t, 242 =0.000 p < 0.05).

When examining the reasons for this attitudinal difference between males and
females, the interview results revealed that the inability of female teachers to

use technology in the learning and teaching process was affected by it.

Furthermore, the ANOVA test results are at F=3.973, p=.009 ＜.05. It was
revealed that the type of school where the teachers are currently working has

influenced teachers' perceptions.

However, the interview results revealed that most teachers have a positive

attitude towards the fact that life and career skills can be developed in students
through the flipped classroom model. However, teachers also highlighted

barriers to bringing this portal to a practical level such as the insufficient

technological resources at school and home, and the weak internet connection.

203