Is Flipped Instructional Strategy Preferable to Traditional
Instructional Strategy to Improve the Writing Performance of
Tertiary Level Students?
Using the technological devices all the time is the order of the day for students nowadays. The question ‘Why we should not cash in on their liking towards those devices’ kindled the researcher to carry out a study to know the effect of using such a device on their writing performance. However, using technological devices outside the class room is more beneficial and thus, enables the instructor to flip the class. In fact, inverting the class delegates the responsibility to students and lets teachers to clarify their doubts in the next day’s class and check their understanding with the time available. At the same time, it provides plenty of opportunity for students to get a thorough knowledge about the topic prepared by the teachers using devices. The aim of present study is to find out which instructional model, traditional or flipped improves the writing skills. The students who constituted the sample attempted to write a project proposal on two different tasks, the assigned tasks both after the traditional Instructional model (teacher- centered teaching)
and after their exposure to the audio clippings on ‘How to write a project proposal’ prepared by the instructor cum researcher. The parameters set for the study to measure the improvement in their writing performance are the following: content, organization and readability of the proposal prepared. The correlation co-efficient using R statistical software is found to be in supportive of flipped instructional model than traditional instructional model for the utilization of the available class time for questioning and discussion on the modality of writing a project proposal.