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To Flip or Not to Flip: The Challenges and Benefits of Using Flipped Classroom in Geography Lessons in Brunei Darussalam

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dc.contributor.authorNaafi’ah Nawi
dc.contributor.authorRosmawijah Jawawi
dc.contributor.authorRohani Matzin
dc.contributor.authorJainatul Halida Jaidin
dc.contributor.authorMasitah Shahrill
dc.contributor.authorLawrence Mundia
dc.date.accessioned2026-01-14T05:56:37Z
dc.date.available2026-01-14T05:56:37Z
dc.date.issued2015
dc.description.abstractThis study examined the use of flipped classroom in geography lessons in one of the pre-university colleges in Brunei Darussalam. The benefits and challenges of using the flipped classroom as a pedagogical tool in geography were also investigated. Data were collected through action research adopting the use of a flipped classroom approach. This meant that learning geography as subject content was done outside the classroom. The findings of this study revealed that it was not necessary to apply flipped classroom for every lessons. Yet, this study found that flipped classroom was most beneficial when students worked on the application of geographical concepts where they learned to analyse and evaluate given scenarios. A significant improvement in the students’ academic achievement was also observed where through the interactive classroom activities, students developed a deeper understanding of the subject concepts. On the other hand, there were challenges in conducting a flipped classroom, for instance, some students had problems in accessing the lessons outside the classroom. This was one of the crucial elements conveyed in order to successfully implement a flipped classroom and to create an active learning environment during the class time. Without learning the concepts before the class time, the students reported the feeling of being lost, and thus could not fully participate in the classroom activities. Furthermore, a significant amount of time was wasted during the class time in teaching the students the concepts since they were supposed to have learned them prior to the lesson itself. Finally, the flipped classroom was also found to be a challenge to implement in a classroom known to have a passive learning environment.
dc.format.extent13
dc.identifier.issn1918-7173
dc.identifier.issnE-ISSN: 1918-7181
dc.identifier.urihttps://repository.ubd.edu.bn/handle/123456789/3851
dc.language.isoen
dc.publisherSultan Hassanal Bolkiah Institute of Education (SHBIE)
dc.relation.ispartofseriesVolume 7; No.12
dc.subject.lcshFlipped classroom—Brunei Darussalam
dc.subject.lcshGeography—Study and teaching—Brunei Darussalam
dc.subject.lcshTeaching methods—Secondary education—Brunei Darussalam
dc.subject.lcshActive learning—Brunei Darussalam
dc.subject.lcshEducational innovations—Brunei Darussalam
dc.titleTo Flip or Not to Flip: The Challenges and Benefits of Using Flipped Classroom in Geography Lessons in Brunei Darussalam
dc.typeArticles
dspace.entity.typePublication
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