Effects of Flipped Classroom Approach on Pre-service Teachers’ Learning Outcomes and Perceptions in Traditional Kente Weaving at a College of Education in Ghana

Table 1. Procedures for the experiment

	Before class	Inside the class
Experiment	Pre-service teachers were provided with pre-recorded videos on traditional kente weaving via created WhatsApp platform before meeting them in class. The videos were segmented into various traditional kente weaving stages to cover the 8-week period.	Pre-service teachers’ questions and the points they wondered about the content of videos were answered by the tutors.
	Pre-service teachers summarised the content of the videos.	Pre-service teachers were directed to learning materials on the topic provided in the class for students to interact with as seen from the videoin relation to the kente traditional weaving with assistance (scalfold) from tutors
	Pre-service teachers reflected about the content.	Pre-service teachers were put in groups of four to reflect on, discuss, and practise what they have learned (traditional kente weaving activities.
	Pre-service teachers came to class with at least one question about the topic	Product assessment is carried out on each group woven kente stole by tutors
	Pre-service teachers interacted using, WhatsApp to help each other solve their problems.