Effectiveness of Flipped Learning on Disruptive Behaviours Among Malaysian Elementary School Students

Malaysian schools report an increasing trend of disruptive student behaviour in classrooms. Previous research suggests that disruptive behaviour is particularly problematic in foreign language classrooms including English as a Second Language (ESL). In Malaysia, proficiency in ESL taught as a compulsory subject in all schools, has been found to be alarmingly low. A student-centered approach has been found to be effective for English learning compared to the traditional teacher-centered approach practiced in Malaysia. Flipped learning is emerging as an effective student-centered model of teaching where teacher’s lectures are studied at home guided by teacher-created materials, and homework is done in the classroom. This study aimed to investigate the effectiveness of flipped learning using the Frog Virtual Learning Environment platform on disruptive student behaviours in an elementary ESL classroom setting in Johor Bahru. Using a quasi-experimental design, students from two Year 5 classes were recruited: one taught by flipped learning for one semester (experimental group, n = 40) and the other with the traditional method (control group, n = 40). Strengths and Difficulties Questionnaire (SDQ) responses from parents, teachers and students was used to assess behaviour. Analyses of covariance showed statistically significant effects of flipped learning on lowering posttest SDQ scores( ), adjusted for pretest scores. This research suggests that flipped learning may be an effective pedagogical practice to address students’ disruptive behaviours in classrooms in Malaysian schools. Replication of this study in other settings is recommended.