LAUSR

The educational transformation of flipped classroom continues to be the important approach to increasing students’ readiness for flipped learning. To successfully implement the flipped classroom, students’ readiness to use the materials delivered to them in the pre-class session and parent-school involvement should be part of the process to improve this student-centered learning approach. However, little is known concerning the assessment of students’ readiness to learn through the WBI in a flipped classroom and the role of parent-school involvement in student-centered learning approach. Hence, this study aims to extend the UTAUT model by considering the experience expectancy, parent-school involvement, perceived behaviour control and perceived self-efficacy factors to investigate high school students’ acceptance of WBI for flipped classroom (FC) approach. A total of 320 senior high school students in English Literature class were selected for the study using structured equation modelling to analyse the survey questionnaire data. The results revealed that performance expectancy, effort expectancy, parent-school involvement, perceived self-efficacy and experience expectancy have positive influence on students’ behavioural intention to use WBI. Also, this current study identified that, the perceived behavioral control has an insignificant effect on students’ behavioral intention to use WBI for FC approach. Detailed results and educational implications are discussed.