This study aims to examine the readiness of matriculation students and teachers towards the integration of flipped classroom pedagogy. The study is quantitative methodology using two sets of survey questionnaire to get feedback from respondents. The questionnaire for students consists of five dimensions of readiness: learner’s control and self-directed learning, technology self-efficacy, in-class communication self-efficacy, motivation for learning and doing previews. Teachers’ readiness is categorized into four dimensions: institutional support, technology self-efficacy, teacher beliefs and teaching strategy. The study sample consisted of 380 students and 128 teachers of Selangor Matriculation College. Descriptive statistics were employed to analyze the collected data and presented in the form of mean and standard deviation. The findings of the study shows that the readiness of students and teachers for all dimensions are at high level. The findings shed light on the level of readiness within the matriculation education context and offer implications for educational policy and practice.
Ackerman, E. C. (2018). What is self-efficacy theory in psychology? Positivepsychology.com. https://positivepsychology.com/self-efficacy/
Afzali, Z., & Izadpanah, S. (2021). The effect of the flipped classroom model on Iranian English foreign language learners: Engagement and motivation in English language grammar. Cogent Education, 8(1), 1870801.
Agirman, N., & Ercoskun, M. H. (2022). History of the flipped classroom model and uses of the flipped classroom concept. International Journal of Curriculum and Instructional Studies, 12(1), 78-88.
Agyei, C., & Razi, Ö. (2022). The effect of extended UTAUT model on EFLs’ adaptation to flipped classroom. Education and Information Technologies, 27(2), 1865-1882.
Ahmad Narihan, M. Z., Awang Ojep, D. N., Ahadon, M., Aye, T. T., Shii, L. L., & Razali, S. A. (2023). Time to Flip? Feedback from UNIMAS medical students towards implementation of flipped pathology classroom. Education in Medicine Journal, 15(1).
Ahmad, D., & Arifin, M. A. (2021). Exploring student achievement and perceptions in an online flipped grammar course. Indonesian Journal of Applied Linguistics, 10(3).
Alakrash, H. M., & Razak, N. A. (2020). Towards the education 4.0, readiness level of EFL students in utilising technology-enhanced classroom. International Journal of Innovation, Creativity and Change, 13(10), 161-182.
Alali, R. A. (2020). Effectiveness of a proposed program in developing practices and modifying beliefs of practitioner teachers about the flipped classroom. Sage Open, 10(2), 2158244020919775.
Ali, H. M. H. H. M., Asamoah, D., & Shahrill, M. (2022). Effectiveness of flipped classroom model through multimedia technology in improving students’performance in directed numbers. Infinity Journal, 11(2), 193-210.
Altas, E. A., & Enisa, M. E. D. E. (2020). The impact of flipped classroom approach on the writing achievement and self-regulated learning of pre-service english teachers. Turkish Online Journal of Distance Education, 22(1), 66-88.
Arpaci, I., & Basol, G. (2020). The impact of preservice teachers’ cognitive and technological perceptions on their continuous intention to use flipped classroom. Education and Information Technologies, 25(5), 3503-3514.
Atwa, Z., Sulayeh, Y., Abdelhadi, A., Jazar, H. A., & Eriqat, S. (2022). Flipped classroom effects on grade 9 students' c6ritical thinking skills, psychological stress, and academic achievement. International Journal of Instruction, 15(2), 737-750.
Basriyah, K., Sulisworo, D., Maruto, G., Toifur, M., & Abd Rahman, N. H. (2020). Effects of the flipped classroom on understanding the thermodynamic concept at high school students. Universal Journal of Educational Research, 8(3B), 51-58.
Bawaneh, A. K., & Moumene, A. B. H. (2020). Flipping the classroom for optimizing undergraduate students' motivation and understanding of medical physics concepts. EURASIA Journal of Mathematics, Science and Technology Education, 16(11).
Bishnoi, M. M. (2020). Flipped classroom and digitization: an inductive study on the learning framework for 21st century skill acquisition. JETT, 11(1), 30-45.
Botella, Á. G., García Martínez, S., García, M. N., Cuartero, O. J., & Valero, F. A. (2021). Flipped learning to improve students' motivation in physical education. Acta Gymnica, 51. https://doi.org/10.5507/ag.2021.012
Campillo-Ferrer, J. M., & Miralles-Martínez, P. (2021). Effectiveness of the flipped classroom model on students’ self-reported motivation and learning during the COVID-19 pandemic. Humanities and Social Sciences Communications, 8(1), 1-9.
Chan, S. Y., Lam, Y. K., & Ng, T. F. (2020). Student’s perception on initial experience of flipped classroom in pharmacy education: Are we ready?. Innovations in Education and Teaching International, 57(1), 62-73. https://doi.org/10.1080/14703297.2018.1541189
Cho, M. H., Park, S. W., & Lee, S. E. (2021). Student characteristics and learning and teaching factors predicting affective and motivational outcomes in flipped college classrooms. Studies in Higher Education, 46(3), 509-522.
Chou, C. L., Hung, M. L., Tsai, C. W., & Chang, Y. C. (2020). Developing and validating a scale for measuring teachers’ readiness for flipped classrooms in junior high schools. British Journal of Educational Technology, 51(4), 1420-1435.
Cilliers, E. J. (2017). The challenge of teaching generation Z. PEOPLE International Journal of Social Sciences.
Danuri, M., Radzi, H. M., & Abd Rahman, R. O. H. I. Z. A. H. (2021). Student Readiness towards Online Learning During Movement Control Order (MCO) in Malaysia: A Descriptive Analysis. Akademika, 97-107.
Darmawan, I. D. M. B. A., Wirastuti, N. M. A. E. D., Nilakusmawati, D. P. E., & Raharja, M. A. (2021). The effectiveness of the blended learning approach in algorithm and programming courses. Journal of Physics: Conference Series, 1722(1).
Deng, F. (2019). Literature review of the flipped classroom. Theory and Practice in Language Studies, 9(10), 1350-1356.
Divjak, B., Rienties, B., Iniesto, F., Vondra, P., & Žižak, M. (2022). Flipped classrooms in higher education during the COVID-19 pandemic: Findings and future research recommendations. International Journal of Educational Technology in Higher Education, 19(1), 1-24.
Dontre, A. J. (2021). The influence of technology on academic distraction: A review. Human Behavior and Emerging Technologies, 3(3), 379-390.
Durak, H. Y. (2020). Modeling different variables in learning basic concepts of programming in flipped classrooms. Journal of Educational Computing Research, 58(1), 160-199.
Fadhil, S. S., Ismail, R., & Alnoor, A. (2021). The influence of soft skills on employability: a case study on technology industry sector in Malaysia. Interdisciplinary Journal of Information, Knowledge, and Management, 16, 255.
Farahana, Z. N., & Norhasniah, W. H. W. (2018, December). Ethnic tolerance among students in Malaysian public universities. In 1st International Conference on Contemporary Education and Economic Development (CEED 2018) (pp. 6-10). Atlantis Press.
Filgona, J., Sakiyo, J., Gwany, D. M., & Okoronka, A. U. (2020). Motivation in learning. Asian Journal of Education and social studies, 10(4), 16-37.
Fox, W. H., & Docherty, P. D. (2019). Student perspectives of independent and collaborative learning in a flipped foundational engineering course. Australasian Journal of Educational Technology, 35(5), 79-94.
Fructuoso, I. N., Albó, L., & Beardsley, M. (2022). University students’ preference for flexible teaching models that foster constructivist learning practices. Australasian Journal of Educational Technology, 38(4), 22-39.
Garcia-Ponce, E. E., & Mora-Pablo, I. (2020). Challenges of using a blended learning approach: A flipped classroom in an English teacher education program in Mexico. Higher Learning Research Communications, 10(2), 6.
Gnanasagaran, D., Rahim, S. S. A., & DeWitt, D. (2023). Mobile learning readiness among malaysian pre-university students. MOJES: Malaysian Online Journal of Educational Sciences, 11(2), 13-24.
Halili, S. H., Mohsin, N., & Razak, R. A. (2021). Student perceptions towards the use of the mobile flipped classroom approach. International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 16(6), 1-13.
Halili, S. H., Mohsin, N., & Razak, R. A. (2021). Student perceptions towards the use of the mobile flipped classroom approach. International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 16(6), 1-13.
Hao, Y. (2016). Middle school students' flipped learning readiness in foreign language classrooms: Exploring its relationship with personal characteristics and individual circumstances. Computers in Human Behavior, 59, 295-303.
Harris, A., Buglass, S., & Gous, G. (2021). The impact of lecture chunking format on university student vigilance: Implications for classroom pedagogy. Journal of Pedagogical Sociology and Psychology, 3(2), 90-102.
Hashim, N. A., & Shaari, N. D. (2020). Malaysian teachers’perception and challenges towards the implementation of flipped learning approach. Asian People Journal (APJ), 3(2), 62-76.
Hoshang, S., Hilal, T. A., & Hilal, H. A. (2021). Investigating the acceptance of flipped classroom and suggested recommendations. Procedia Computer Science, 184, 411-418.
James Jemson, D., Sharif, S., & Bakar Singh, S. S. (2020). The acceptance of mobile learning for the subject of geography among pre university students (Form 6). International Journal of e-Learning and Higher Education (IJELHE), 12(1), 35-46.
Jiang, L., Zang, N., Zhou, N., & Cao, H. (2022). English teachers’ intention to use flipped teaching: Interrelationships with needs satisfaction, motivation, self-efficacy, belief, and support. Computer Assisted Language Learning, 35(8), 1890-1919.
Juhary, J. (2019). Perceptions of students: Blended learning for IR4.0. International Journal of Information and Education Technology, 9(12), 887-892.
Kamarzaman, I. H., Yahaya, R., & Yusof, R. (2021). The effect of flipped instructional plan on student performance. International Journal of Academic Research in Business and Social Sciences, 11(10), 487–497.
Kazu, ?. Y., & Kurtoglu, C. (2020). Research of flipped classroom based on students' perceptions. Asian Journal of Education and Training, 6(3), 505-513.
Kazu, I. Y., & Yalçin, C. K. (2022). The relationship between secondary school teachers and students' readiness of using flipped classroom. Journal on Efficiency and Responsibility in Education and Science, 15(1), 1-9.
Khuraisah, M. N., Khalid, F., & Husnin, H. (2020). Preparing graduates with digital literacy skills toward fulfilling employability need in 4IR Era: A review. International Journal of Advanced Computer Science and Applications, 11(6).
Kiang, N. H., & Yunus, M. M. (2021). What do Malaysian ESL teachers think about flipped classroom?. International Journal of Learning, Teaching and Educational Research, 20(3), 117-131.
Landell, K (1997). Management by Menu. London: Wiley and Sons Inc.
Lim, A. H., Mohd Nawawi, A. A., Choo, H. N., Zainul Abidin, N. A., & Kamilin, M. H. (2023). Self-directed learning mathematics with V-Mindmap. In: International Teaching Aid Competition 2023. Universiti Teknologi MARA, Kedah, pp. 184-194. ISBN 9789672948513
Mahat, H., Bahri, S. A. S., Hashim, M., Nayan, N., & Saleh, Y. (2021). Pengetahuan, kesediaan dan penggunaan flipped classroom dalam kalangan pelajar pendidikan Geografi UPSI. Sains Humanika, 13(2).
Malek, N. A., Abdullah, N. S. Y., Mat Darus, M., & Nursulistiyo, E. (2022). A need analysis for the development of Physics game-based interactive module in matriculation college. EDUCATUM Journal of Science, Mathematics and Technology, 9, 48-60. https://doi.org/10.37134/ejsmt.vol9.sp.6.2022
Mansor, N. R., Rahman, A. H. A., Tajuddin, A. A., Rashid, R. A., & Chua, N. A. (2021). New norms of online teaching and learning: Covid-19 semester experience for Universiti Malaysia Terengganu students. Academic Journal of Interdisciplinary Studies, 10(4), 248-260.
Mayer, R. E., Fiorella, L., & Stull, A. (2020). Five ways to increase the effectiveness of instructional video. Educational Technology Research and Development, 68(3), 837-852.
Meliani, F., Muhyiddin, D. S., Ruswandi, U., Arifin, B. S., & Suzana, S. (2022). Challenges of using technology in Islamic religious education learning (Application of flipped-classroom in Class X PAI subjects at SMA Plus Pagelaran Subang). Edukasi Islami: Jurnal Pendidikan Islam, 11(001), 41-57.
Mojtahedi, M., Kamardeen, I., Rahmat, H., & Ryan, C. (2020). Flipped classroom model for enhancing student learning in construction education. Journal of civil engineering education, 146(2), 05019001.
Nadarajah, J. (2021). Measuring the gap in employability skills among Malaysian graduates. International Journal of Modern Trends in Social Sciences, 4(15), 81-87.
Nantha, C. (2022). A quasi-experimental evaluation of classes using traditional methods, problem-based learning, and flipped learning to enhance Thai student-teacher problem-solving skills and academic achievement. International Journal of Emerging Technologies in Learning (Online), 17(14), 20.
Ölmefors, O., & Scheffel, J. (2023). High school student perspectives on flipped classroom learning. Pedagogy, Culture & Society, 31(4), 707-724.
Omar, M. K., & Mohmad, I. R. (2023). Pedagogy, ICT skills, and online teaching readiness as factors on digital competency practices among secondary school teachers in Malaysia. Asian Journal Of Vocational Education And Humanities, 4(1), 1-9.
Othman, A., Ibrahim, D. A., Abdullah, N. A., & Umanan, F. (2021). Development of Teaching and Learning Model using TPACK Framework and Effectiveness of e-Learning for Matriculation Chemistry subject: Pembangunan Model Pengajaran dan Pembelajaran menggunakan kerangka TPACK dan Keberkesanan e-Pembelajaran untuk subjek Kimia Matrikulasi. Jurnal Pendidikan Sains Dan Matematik Malaysia, 11(1), 1-19.
Pan, X. (2020). Technology acceptance, technological self-efficacy, and attitude toward technology-based self-directed learning: learning motivation as a mediator. Frontiers in Psychology, 11, 564294.
Parati, T., Said, M. N. H. M., & Hanid, M. F. A. (2023). Assessing the effects of flipped classroom to the primary pupils’ English learning performance. International Journal of Learning, Teaching and Educational Research, 22(10), 1-17.
Persky, A. M., & McLaughlin, J. E. (2017). The flipped classroom–from theory to practice in health professional education. American journal of pharmaceutical education, 81(6), 118.
Polat, E., Hopcan, S., & Arslanta?, T. K. (2022). The association between flipped learning readiness, engagement, social anxiety, and achievement in online flipped classrooms: a structural equational modeling. Education and Information Technologies, 27(8), 11781-11806.
Reddy, A. J., Khera, M. K., McLaughlin, J., & Szabo, C. Z. 2021. The role of motivation in incidental vocabulary learning through academic videos. Asia Pacific Journal of Educators and Education, 36(1), 135–153.
https://doi.org/10.21315/apjee2021.36.1.8
Røe, Y., Rowe, M., Ødegaard, N. B., Sylliaas, H., & Dahl-Michelsen, T. (2019). Learning with technology in physiotherapy education: design, implementation and evaluation of a flipped classroom teaching approach. BMC medical education, 19, 1-8.
Rohmah, F. N., & Aditya, D. S. (2023). EFL teachers’reflection in the implementation of online flipped classroom: challenges and strategies. English Review: Journal of English Education, 11(2), 335-346.
Ruslan, M. S. H., Sapiee, N. H., Kurnia, K. A., Amran, N. A., & Abd Rahman, N. (2022). Student adoption and effectiveness of flipped classroom implementation for process simulation class. Education Sciences, 12(11), 763.
Schmidt, S. J. (2020). Distracted learning: Big problem and golden opportunity. Journal of Food Science Education, 19(4), 278-291.
Shaari, N. D., Shaari, A. H., & Abdullah, M. R. (2021). Investigating the impact of flipped classroom on dual language learners' perceptions and grammatical performance. Studies in English Language and Education, 8(2), 690-709.
Soon Tan, C., Zakuan, N., & Ismail Abd Aziz, M. (2022). Recent trends of blended learning and flipped classroom in Malaysia. Arab World English Journal (AWEJ) 2nd Special Issue on Covid, 19.
Subramaniam, S. R., & Muniandy, B. (2019). The effect of flipped classroom on students’ engagement. Technology, Knowledge and Learning, 24(3), 355-372.
Sulong, A., Ibrahim, A. B., & Abas, A. (2020). Gamyflip-pro module: teaching and learning through flipped classroom and gamification approach. The 9th International Innovation, Invention and Design Competition 2020, 215-218.
Taber, K. S. (2018). The use of Cronbach’s alpha when developing and reporting research instruments in science education. Research in science education, 48, 1273-1296.
Techanamurthy, U., Alias, N., & Dewitt, D. (2020). A problem-solving flipped classroom module: Developing problem-solving skills among culinary arts students. Journal of Technical Education and Training, 12(4), 39-47.
Tomas, L., Evans, N. S., Doyle, T., & Skamp, K. (2019). Are first year students ready for a flipped classroom? A case for a flipped learning continuum. International Journal of Educational Technology in Higher Education, 16(1), 1-22.
Torun, E. D. (2020). Online distance learning in higher education: E-learning readiness as a predictor of academic achievement. Open Praxis, 12(2), 191-208.
Velde, R. V. D., Blignaut–van Westrhenen, N., Labrie, N. H., & Zweekhorst, M. B. (2021). ‘The idea is nice… but not for me’: First-year students’ readiness for large-scale ‘flipped lectures’—what (de) motivates them?. Higher Education, 81(6), 1157-1175.
Wanner, T., & Palmer, E.K. (2015). Personalising learning: Exploring student and teacher perceptions about flexible learning and assessment in a flipped university course. Comput. Educ., 88, 354-369.
Widodo, A., Nursaptini, N., Novitasari, S., Sutisna, D., & Umar, U. (2020). From face-to-face learning to web base learning: How are student readiness. Premiere Educandum: Jurnal Pendidikan Dasar Dan Pembelajaran, 10(2), 149-160.
Wut, T. M., Xu, J., Lee, S. W., & Lee, D. (2022). University student readiness and its effect on intention to participate in the flipped classroom setting of hybrid learning. Education Sciences, 12(7), 442.
Xu, Z., & Shi, Y. (2018). Application of constructivist theory in flipped classroom-take college English teaching as a case study. Theory and Practice in Language Studies, 8(7), 880-887.
Youhasan, P., Chen, Y., Lyndon, M., & Henning, M. A. (2020). Development and validation of a measurement scale to assess nursing students’ readiness for the flipped classroom in Sri Lanka. J Educ Eval Health Prof, 17(17), 41.
Yusuf, B., & Taiye, M. A. (2021). A flipped learning environment: A disruptive approach for traditional classrooms. International Journal of Education, Psychology and Counseling, 6(42), 83-98.
Zakaria, S., & Yunus, M. M. (2020). Flipped classroom in improving ESL primary students’ tenses learning. International Journal of English Language and Literature Studies, 9(3), 151-160.
Zhao, L., Liu, X., & Su, Y. S. (2021). The differentiate effect of self-efficacy, motivation, and satisfaction on pre-service teacher students’ learning achievement in a flipped classroom: A case of a modern educational technology course. Sustainability, 13(5), 2888.
Zhao, X., & Yang, Y. (2023). Impact of social media-supported flipped classroom on English as a foreign language learners’ writing performance and anxiety. Frontiers in Psychology, 13, 1052737.
