Blending Flipped Classroom And Station Rotation Models In Enhancing Students' Learning Of Physics

Blended learning is a combination of delivery methods that are fashioned to accommodate the diverse learning needs of a range of students in numerous subjects. Recent literature on pedagogic excellence reports that students' involvement in the learning process encourages personal ownership and satisfaction on the blended learning experience. This paper report findings of an action research conducted to understand students' perceptions of a blended learning approach, involving the use of flipped and station rotation models. The participants of this study consist of 150 Physics students enrolled in the Australian Matriculation (AUSMAT) Programme at Sunway College, Malaysia. The study employed a survey questionnaire which consisted of 5-point Likert scale and open-ended questions. The study found that students' perceptions on the blended learning approach employed on the five measured domains (access, interaction, response, results and facilitation) were generally positive. The results also highlight some aspects of the blended approach which can be improved to support students' learning of Physics. The study provides valuable insights into the blended learning pedagogy to support students' learning of Physics.