Flipped Classroom Implementation Could Improve Quality Pedagogy in Malaysian Tuition Centre: Tutor’s Observation from Action Research

Abstract

Classrooms is the most essential component in a formal education where the student and the teacher come in interaction. The unprecedented COVID-19 brings education to go virtual from physical to online classrooms. Educators, students, and their parents are panic and unprepared in adapting to home-based learning within a very short notice. Tuition centre faces even more severe impact as its complementary nature is largely dependent on customer willingness, mediating by customer’s perceived satisfaction. The digitalisation and virtual learning environment might obviously hinder the interaction and communication between tutor and student. Thus, more and more parents decided to discontinue the tuition class subscription for their children as evident by the survey conducted by one of the tuition centres in Johor Bahru disclosed that 67% of the parent expressed their doubt about the online tuition class effectiveness. Hence, this paper aims to evaluate the how the implementation of flipped classroom could effectively improve the quality of pedagogy in the tuition centre. Through semi-structured interview sessions with two private tutors who had conducted flipped classrooms to their secondary student tuition classes, the overall pedagogy was observed from three aspects: class preparation, class delivery, and class performance. The time allocation in the flipped classroom weighted more before class while the tutor functions as a facilitator to guide the learning consolidation process in class. Timely feedback is added advantage for tutors to identify student’s weaknesses to instant strengthening. In conclusion, flipped classroom enabled tutor’s overall teaching quality improvement in tuition centre