Abstract
The purpose of this self-study project was to examine whether or not the use of Problem-Based Learning (PBL) approach enhanced with Flipped Classroom Model (FCM) has an effect on student teachers' learning achievement in a Practicum course. In particular, it investigated if PBL enhanced with FCM had an effect on student teachers' performance in self-study, team interaction and collaboration, and public presentation. The participants were 70 student teachers divided into two groups; the treatment group (n = 35), and the control group (n = 35). The performance of student teachers was measured by a rubric consisting of three criteria: self-study, team interaction and collaboration, and public presentation. The results indicated that there was a statistical significant difference between the two groups of student teachers and this difference was in favour of student teachers who received PBL enhanced with FCM. Statistical significant differences were found in the treatment group performance of self-study and team interaction and collaboration. No statistical significant difference was found between the two groups in public presentation performance. Consequently, the study recommended the integration of student-centred learning methods in teacher education programs to train student teachers apply them in their future profession.