Paper Title
FREQUENCY OF STUDENTS’ LEARNING EXPERIENCES AFTER FLIP THE CLASSROOM APPORACH IN A GEOMETRICAL OPTICS COURSE

Abstract
Abstract - Students have difficulty in understanding geometrical optics (GO) concepts. The flipped classroom approach (FCA) was used to address the problem as it is an innovative teaching strategy for meaningful learning. The aim of the study was to establish the frequency of student’ learning experiences after FCA. Data was collected from 3rd year Bachelor of Education degree program student cohorts (N = 476), in a period of four years by using the Assessing Student Learning Gains (SALG) questionnaire. Results indicate ten key factors have influenced students’ learning. The contribution of the study is that the frequency of these key factors was established over a period of four years. Findings indicate that assessment plays the biggest role in terms of students ‘learning experiences, followed by videos, class discussion and instruction. Keywords - Flip The Classroom Approach, Geometrical Optics, Student Experiences