FLIPPED LEARNING APPROACH FOR B.ED STUDENTS: AN EVALUATIVE STUDY (original) (raw)
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Form@re : Open Journal per la Formazione in Rete, 2020
Flipped-type classrooms represent an instructional model which is generally acknowledged as promoting learner engagement and autonomy. However, when flipped courses are not redesigned according to constructivist principles and innovative evaluation practices are not adopted, there is the risk that motivation and learning results are lower than expected. The purpose of this study was to compare: (i) class attendances, (ii) students’ overall performance results, and (iii) students’ perceptions with respect to two differently designed flipped-type Italian writing modules in two sets of Erasmus students. Whereas the control group followed the lessons in a traditional flipped mode, students in the experimental group were given precise deliveries about the activities to be carried out of class, carried out group activities during the lessons and were subject to in-class formative assessment. The results showed that the experimental group class attendance and scores in a final writing assi...
The Effect of Flipped Instructional Plan on Student Performance
International Journal of Academic Research in Business and Social Sciences, 2021
This study is divided into two phases; development and validation of the instructional plan, and evaluation of student's performance. In phase one, a flipped classroom instructional plan was developed for four topics of Management Accounting course. The content and learning activities in the instructional plan were based on the Malaysian Ministry of Education Curriculum Specifications for the Matriculation Department and also the First Principle of Instruction. The verification process had been conducted by three experts. The Percentage Calculation Method (PCM) was utilised to analyse the experts' choice. The results of the expert evaluation showed that the overall PCM value of content validity was 93.33%. In phase two, a quasi-experimental design was conducted with 80 students enrolled in Management Accounting course. The students were split into two groups: one for the experimental group and one for the control group. The experimental group was taught using a flipped classroom strategy, while the control group was taught using a traditional strategy. According to the findings of the t-test analysis, students in the flipped classroom demonstrated significantly higher levels of achievement than students in the traditional group. The findings indicate that a flipped classroom instructional plan can be utilised to improve performance among students.
This study aims to search the effect of flipped classroom on students' learning a new grammar structure and their attitudes towards the English course. The study was carried out for 6 weeks with 56 students studying in five different preparatory classes at a black sea region university's foreign languages school in the fall term of 2015-2016 academic year. The design of the study was 'non-equivalent control group design' which is one of quasi-experimental designs. Data were gathered with help of an achievement test and an attitude scale. Flipped classroom model was applied in the experimental group while traditional instruction was applied in the control group. At the end of the study, it was concluded that flipped classroom had medium effect on students' academic achievements and attitudes comparing to traditional instruction.
The impact of flipped classroom on student learning: A comparative study
Journal of Education Technology in Health Sciences, 2023
Abstract Background: The quality of the occupied population can be raised through education. People are actively looking into more effective teaching methods to increase the impact of their educations. Materials and Methods: The flipped classroom model is an innovative teaching methodology that involves the problem of traditional instructional methods, where students are exposed to lecture materials and content outside of the classroom through pre-recorded videos, readings, or online resources, while in-class time is dedicated to interactive activities, discussions, and problem-solving. Result: The study employed a comparative strategy, comparing student performance and engagement in a traditional classroom setting versus a flipped classroom setting. The research also sought to gather insights from students regarding their perceptions and experiences with the flipped classroom approach. Conclusion: The findings suggest that the flipped classroom model positively impacts student learning outcomes and enhances student engagement and participation. These results provide valuable insights for educators and representatives looking for to implement innovative teaching methodologies. This research study aims to investigate the effectiveness of the flipped classroom approach on student learning outcomes. Keywords: Traditional student erudition, Flipped classroom, Comparative study, Teaching procedures, Engagement, Student observations.
2019
The effectiveness of flipped learning depends largely on student typology. This study analyzes the applicability of this approach, according to the characteristics inherent to students based on their educational stage. The objective of the research is to verify the effectiveness of flipped learning compared to a traditional methodology during the stages of preschool, primary, and secondary education. For this study, a descriptive and correlational experimental research design was followed, based on a quantitative methodology. Two types of analysis groups (control and experimental) were established in each of the mentioned educational stages. As a data collection instrument, a validated ad hoc questionnaire was applied to a sample of 168 students from the Autonomous City of Ceuta (Spain). The results show that the applicability of flipped learning is more positive in primary and secondary education when compared to a traditional teaching method. However, the results found in preschool education reflect the difficulties in adapting the model to the needs of the students of that stage, due to the difficulties in the autonomous management of digital teaching platforms and the requirement of a minimum level of abstraction to apply this approach.
International Journal of Information and Education Technology, 2016
Flipped learning" is implemented in elementary, secondary, and higher education levels. In the "flipped learning" process, pre-recorded video lectures are used to promote the productivity and effectiveness of face-to-face classroom activities. In such learning environments, it is expected that learners might consider not only the learning system or technology but also the learning process useful. However, previous studies have only focused on the perceived usefulness of a learning system or technology of "flipped learning" and few studies have focused on the usefulness of the learning process of "flipped learning." Therefore, this study purposed to identify the contents and structure of learners' perceived usefulness of "flipped learning." As a result, 14 usefulness statements were identified as items for anxiety in perceived usefulness of "flipped learning" on instructional design, and the 14 items were classified into four clusters: "enhancement of classroom instruction," "review and confirmation," "learning effectiveness," and "productivity and self-paced learning."
The latest learning methods of 21st century emphasizes on student-centered learning and the use of technology in teaching. Flipped Classroom is one of the latest pedagogies that give attention to active learning through the use of technology as an intermediary in learning and teaching. In contrast to the traditional method where the teacher use 'chalk and talk', Flipped Classroom emphasizes on learning through the student's own knowledge construction. Thus, there are two-way interactions which are among the students themselves and between teachers and students. Existing traditional methods have experienced paradigm shift towards the implementation of the methods and patterns that meet the learning styles of students. Implementation of new methods, such as Flipped Classroom are to ensure balanced with the demands of the present century in education system. The main idea of Flipped Classroom is to give meaningful and impactful learning. Previous studies on Flipped Classroom found that this method has positive impacts on student's achievement. Previous researchers also have tested the effectiveness of Flipped Classroom from various aspects such as the use of different instruments for different discipline based on the level of their students. This paper will review a number of studies that have been carried out in assessing the participants after the implementation of Flipped Classroom approach.
Journal of Education and Learning (EduLearn), 2021
The study aimed to identify the attitudes of students of open education towards the flipped class strategy of the opposite grade and its relation to self-learning skills. To achieve the goals of the study, the measure of the direction towards education was constructed in the opposite grade and the self-learning skills scale. The sample of the study consisted of 60 male and female students of higher diploma in education studying the decisions of the educational administration and Educational Psychology in the Arab Open University/Jordan. The results of the study showed a positive trend for university students towards education in the opposite grade, with the percentage of the trends as a whole 90%. The results also showed a positive correlation between each of the students' attitudes toward education in the opposite grade and each of the variables (academic motivation, selfmonitoring, self-learning skills, self-learning writing skills), and no correlation between students' and skills in dealing with information technology.
The Effect of Flipped Learning (Revised Learning) on Iranian Students’ Learning Outcomes
Advances in Language and Literary Studies, 2015
The purpose of this study was to investigate whether the flipped (revised) learning had effect on student learning outcome. Lage et al (2000) describes the flipped classroom as " Inverting the classroom means that events that have traditionally take place inside the classroom now take place outside the class and vice versa" (p.32). The participants in this study were 250 students and five teachers from a secondary school in Ardabil. Homogenous students were selected on the basis of their scores in the last year. Ten classes were considered for investigation. There were 25 students in each class and each teacher taught two classes that one of classes was flipped class and another was ordinary class. Ttest was used to compare the overall performances of two classes in each subject in order to determine the effect of flipped learning on students' learning outcomes. The findings of this research demonstrated that there were significant differences between flipped and ordinary classes in students' learning outcomes.
The Benefits and Challenges of Flipped Learning: A Study on Students' Perception
Synergy: International Journal of Multidisciplinary Studies, 2024
This study investigates students’ perception regarding the advantages and challenges of flipped learning in senior secondary education. A popular pedagogical strategy flipped learning aims to foster active engagement and prioritize student-centered learning. The study examines the perceived benefits and challenges associated with flipped learning by using the data obtained from the sample of sixty students at Senior Secondary School in Delhi through both questionnaires and open-ended questions. The results indicate that students generally view flipped learning positively, highlighting benefits such as enhanced understanding, increased ownership of their educational journey, and improved interactions with peers and educators. Nonetheless, students also identified several challenges, including unreliable internet access, time limitations, and technological obstacles. This study emphasizes the need for addressing these issues to maximize the effectiveness of flipped learning and improve educational outcomes. The finding’ recommendations to facilitate the successful adoption of flipped learning methodologies in senior secondary settings.