Self-Efficacy and Gender in Undergraduate Flipped Classroom
Abstract: Rapid development in information and communication technology (ICT) is changing the instructional strategies in Higher Education. This study aimed to identify the level of self-efficacy of BEd (IT) undergraduates of a local University in a flipped classroom. Further, it also investigated gender difference among the undergraduates' self-efficacy in the classroom. A group of 70 students selected using convenience sampling method. This group divided into Group 1 as the control group and Group 2 as the intervention. Group one consists of 34 students and two consists of 36 students. Initially, the two classes answered the pre-survey questionnaire of self-efficacy. Then the control group was exposed to conventional teaching whereas the intervention group intervened with Padlet. Data were analyzed with SPSS and revealed the intervention group has high Cohen effect (d) = .53, which is considered moderate size compared Cohen effect (d) = .17, considered small. This study clearly exhibits the intervention group has better self-efficacy than the control group. Further, the effect size of the control group revealed a decline in self-efficacy. This study exhibits there is no difference by gender in terms of self-efficacy. It is expected further study should be conducted by taking in to account sample size, duration of intervention, and method.