Articles

As colleges of education in Ghana incorporate flipped instruction into the classroom, it is important to investigate effect of Flipped Classroom (FC) on pre-service teachers’ learning and pre-service teachers’ perception on flipped classroom with traditional kente weaving, which finally can be considered as a new innovation in teaching the topic at the colleges of education. The purpose of this experimental study was to find out pre-service teachers’ perception on Flipped Classroom method with the traditional kente weaving. 42 level 300 pre-service teachers in St. Ambrose College of Education in the 2020/2021 academic year were selected as samples. During an 8-week application process, the students learned Traditional Kente Weaving with the Flipped Classroom (FC) method and their product (kente stole) was assessed using scoring rubrics designed with a criterion for assessing art products. An adopted questionnaire of a 30-item questionnaire with Pearson correlation coefficient of (.87), was used to measure pre-service teachers’ perception on Flipped Classroom. The analyses through descriptive statistics techniques showed that the flipped classroom influenced pre-service teachers positively and that pre-service teachers’ perceptions of flipped classroom in the colleges of education is high. This study recommended the necessity of using flipped learning technique at colleges of education in Art education, due to its efficiency in developing students’ skills and understanding in traditional kente weaving and in motivating them to become active rather than passive participants in the classroom.