Student Perceptions of the Flipped Classroom Using Edpuzzle and the Zoom Meeting App in Undergraduate Mathematical Physics Course

Abstract

Mathematical Physics is a mandatory course for undergraduate physics education majors. This course requires a significant amount of study time; therefore, it is necessary to develop learning strategies in which students can watch educational videos on the subject before class and do exercises during the course, so they are more prepared for the lesson. This study aimed to determine how students felt about utilizing Edpuzzle and Zoom meeting Flipped classroom in a Mathematical Physics course at a university. Researchers employed exploratory qualitative methods to explore how students perceive the flipped classroom using the Edpuzzle and Zoom meeting apps. A questionnaire with open-ended questions was administered to 59 students in the Mathematical Physics course during the second semester of the 2021/22 academic year, and nine students were interviewed. The data shows that students have different thoughts about using Edpuzzle and Zoom meeting to flip the classroom. They have both positive and negative things to say about the method. For example, some students think the approach will help them understand the course better, while others said the methods and media used were hard to understand and confusing. This paper talks in depth about the contradictory comments. Learning about the good and bad feedback tells us what to do to improve the flipped classroom and lessen the bad effects. At the end of the paper, suggestions are made for how to make the most of the approach and minimise its problems.