earticle

영어

The purpose of this study is to examine pre-service teachers’ perceptions on flipped class by their academic achievement and gender. A total of 38 university students who enrolled in a micro-teaching course participated in the study. Their perceptions on flipped class were compared with academic achievement and gender factors. A survey was used to collect the pertinent data. The results are as follows. First, the most satisfied factor was the convenience of use for watching video-clip at home, and the utility of flipped learning, the interaction with peers and a teacher in a flipped class, and the least was attention including interest and concentration to class. Second, there was no significance of the relationship between academic achievement and perceptions on flipped class except for the utility of flipped learning. Third, the different perceptions on flipped class by gender were found to be on a peer feedback activity and group work. Based on the main findings, pedagogical implications for the implementations of flipped class are suggested.