BOOSTING STUDENTS’ READING COMPREHENSION ATTAINMENT WITH FLIPPED CLASSROOM MODEL: A PILOT STUDY AT STATE POLYTECHNIC OF SRIWIJAYA

Abstract

The study investigated the impact of the flipped classroom on the second semester students in accounting class. Participants (n=50) were assigned to a control group (using traditional instruction) or an experimental group (using flipped classroom model). A quasi-experiment in reading comprehension course on the second semester in academic year 2021-2022 was used. The Kolmogorov-Smirnov and Shapiro-Wilk test were .083 and .156 for pre-test control group, .200 and .787 for post-test control group, .119 and .185 for pre-test experimental group, and .095 and .101 for post-test experimental group suggesting normal distributions (p>.05). Homogeneity tests based on mean, median, median and with adjusted df, and trimmed mean were .857, .827, .827, and .857 indicating that Homogeneity tests were >.05. Pre-test scores of both groups compared by using independent t-test revealed no significant difference between these groups (.505>.05), while post-test scores of both groups showed significant difference (.000