Effect of the flipped classroom model on academic achievement and motivation in teacher education

2021 ◽  
Author(s):  
Murat Debbağ ◽  
Sevilay Yıldız
Keyword(s):  
Academic Achievement ◽  
Teacher Education ◽  
Flipped Classroom

scholarly journals The Effectiveness of Flipped Classroom on the Academic Achievement of University Undergraduates

2021 ◽  
Vol 5 (2) ◽  
pp. 82
Author(s):  
Thouqan Saleem Masadeh
Keyword(s):  
Academic Achievement ◽  
Flipped Classroom ◽  
Learning Method ◽  
Course Content ◽  
Significant Difference ◽  
New Learning ◽  
Quasi Experimental ◽  
University Undergraduates ◽  
Classroom Use ◽  
Experimental Group

<p>The present study aimed to investigate the effectiveness of Flipped Classroom in developing the achievement of university undergraduates. The quasi-experimental approach was used and three achievement posttests were carried out. Participants were (32) students who were in advance distributed to two groups, control and experimental. Analysis of Students' achievement grades revealed that the effectiveness of Flipped Classroom use, as a learning method needs time to take place in students' academic achievement and understanding of the learning materials because of  the nature of the Flipped Classroom that flipped the whole learning process. Thus, students needed time to be familiar with this new learning method for them. Results showed that there was no significant difference between participants' achievement mean scores in the first posttest at the end of the fifth week due to the use of the Flipped Classroom or the ordinary methods. However, there was a significant difference between students' achievement mean scores in the second posttest in favor of the experimental group students who learnt the course content through the use of  Flipped Classroom. In addition, there was a significant difference in student participants' mean scores in the third posttest in favor of  the experimental group students, too. In light of these findings, it was concluded that the instructor and his students should be patient for some time for the effectiveness of using the Flipped Classroom learning method to be noticed. Moreover, considerable time should be spent on familiarizing students with this new learning method.  </p>

Promoting Active Learning in Mathematics Teacher Education

2017 ◽  
pp. 269-284
Author(s):  
Rukiye Didem Taylan
Keyword(s):  
Teacher Education ◽  
Active Learning ◽  
Professional Learning ◽  
Prospective Teachers ◽  
Mathematics Teacher ◽  
Professional Growth ◽  
Flipped Classroom ◽  
Teacher Educators ◽  
Mathematics Teacher Education ◽  
Pedagogical Content

Teacher educators have a responsibility to help prospective teachers in their professional growth. It is important that teacher educators not only teach prospective teachers about benefits of active learning in student learning, but that they also prepare future teachers in using pedagogical methods aligned with active learning principles. This manuscript provides examples of how mathematics teacher educators can promote prospective teachers' active learning and professional growth by bringing together the Flipped Classroom method with video content on teaching and learning as well as workplace learning opportunities in a pedagogy course. The professional learning of prospective teachers is framed according to the components of the Pedagogical Content Knowledge (Park & Olive, 2008; Shulman, 1986). Implications for future trends in teacher education are provided.

Effect of Flipped Classroom Approach on Academic Achievement of Students in Computer Science

2021 ◽  
pp. 521-533
Author(s):  
Edeh Michael Onyema ◽  
Tanupriya Choudhury ◽  
Aabha Sharma ◽  
Fyneface Grace Atonye ◽  
Obiekwe Chinwe Phylistony ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Computer Science ◽  
Flipped Classroom

scholarly journals An Application of Flipped Classroom in Mathematics Teacher Education Programme

2019 ◽  
Vol 13 (03) ◽  
pp. 68 ◽  
Author(s):  
Khoerul Umam ◽  
Toto Nusantara ◽  
I Nengah Parta ◽  
Erry Hidayanto ◽  
Herri Mulyono
Keyword(s):  
Teacher Education ◽  
Mathematics Teacher ◽  
Flipped Classroom ◽  
Mathematics Learning ◽  
Mathematics Teacher Education ◽  
Education Programme ◽  
Independent Learning ◽  
Teacher Education Programme ◽  
Multiple Data ◽  
Improved Learning

<span lang="EN-GB">A body of literature has suggested the benefits of flipped classrooms in mathematics learning at university. However, there is still a lack of evidence regarding the benefits in the context of mathematics teacher education programme. This study aimed to examine the effectiveness of a flipped classroom application in a mathematics teacher education programme at a private university in Indonesia. A total of thirty-one pre-service teachers participated in the study. Multiple data collection methods were employed including observation, written journals and tests. The data were then analysed both quantitatively and qualitatively. The findings showed that flipped classroom promotes independent learning, with the type of classroom encouraging students to work together with other peers and improved learning awareness. However, some challenges were highlighted in flipped classroom application such as technical issues, editing recording skills, and it was time consuming. Recommendations are offered in reference with the findings. </span>

Investigation of College Students' Academic Achievement Based on Their Piagetian Cognitive Level and American College Test Scores

1983 ◽  
Vol 53 (3) ◽  
pp. 923-930 ◽  
Author(s):  
Ann Mary Dunbar ◽  
Beverly Weidler Taylor
Keyword(s):  
College Students ◽  
Academic Achievement ◽  
Teacher Education ◽  
Test Scores ◽  
Developmental Psychology ◽  
American College Test ◽  
Cognitive Level ◽  
Psychology Class ◽  
Cognitive Levels ◽  
Piagetian Cognitive Level

The purpose of this study was to determine whether academic achievement differed among the Piagetian cognitive levels of 670 students in teacher-education and whether these differences interacted with sex, age, classification (e.g., freshmen, sophomores), or American College Test scores. All were enrolled in a developmental psychology class. Analysis indicated Piagetian scores differed according to sex and American College Test scores but not classification or age; the four types of achievement (quizzes, projects, test, and total) differed according to Piagetian scores, sex, and American College Test scores. All types of achievement except quizzes differed by classification. Age was not related to achievement.

scholarly journals “Counterstory Mapping Our City”: Teachers Reckoning with Latinx Students’ Knowledges, Cultures, and Communities

2020 ◽  
Vol 22 (2) ◽  
pp. 30
Author(s):  
Erin Lee Dyke ◽  
Jinan El Sabbagh ◽  
Kevin Dyke
Keyword(s):  
Professional Development ◽  
High School ◽  
Academic Achievement ◽  
Teacher Education ◽  
Charter School ◽  
School Context ◽  
Cultural Knowledge ◽  
Cultural Assimilation ◽  
The South ◽  
Culturally Sustaining Pedagogy

The study focuses on a two-week unit with 90 students at an urban, Latinx-serving charter middle and high school in the south midwestern U.S. to create digital counterstory maps. The maps then served as the organizing content for a subsequent week-long summer professional development the authors led for their teachers. Analysis suggests the significance of engaging the students’ counterstories and cultural knowledge for designing teacher education committed to culturally sustaining pedagogy (CSP). Further, it articulates the challenges for engaging CSP with students and teachers in a charter school context in which disciplinary and curricular mandates conflate cultural assimilation with academic achievement.

scholarly journals Flipping e-Learning for Teaching Medical Terminology: A Study of Learners’ Online Experiences and Perceptions

2020 ◽  
Vol 24 (2) ◽  
Author(s):  
Perihan SENEL TEKIN ◽  
Hale ILGAZ ◽  
Gülgün AFACAN ADANIR ◽  
Denizer YILDIRIM ◽  
Yasemin GÜLBAHAR
Keyword(s):  
Academic Achievement ◽  
Associate Degree ◽  
Mixed Methods Research ◽  
Flipped Classroom ◽  
Instructional Materials ◽  
Medical Documentation ◽  
Medical Terminology ◽  
Learner Centered ◽  
E Learning ◽  
Study Process

Since e-Learning has become popular in recent years, research studies have been conducted about which instructional methods are the most effective in online learning environments. The purpose of this study is to apply the flipped classroom model to a Medical Terminology Course that was provided fully online as part of a Medical Documentation and Secretarial associate degree program in a vocational college, and to analyze learners’ experiences associated with this application. Based on this method, as asynchronous activities, learners were required to study interactive multimedia content and applications. For synchronous activities, mainly learner-centered approaches, collaborative learning, problem solving and discussion, led the learning process. In the context of this study, learners’ usage of the system, submissions to the study process questionnaire, and academic achievement were collected as quantitative data; whereas, learners’ opinions towards the flipped classroom model were obtained as qualitative data. Hence, the study was designed as a mixed methods research. According to the results, it was found that learners’ academic achievement significantly related to their perceptions of deep learning and their time spent on learning activities. Moreover, learners indicated problematic aspects to the flipped classroom as time expectancies, insufficiency of instructional materials, and lack of advice received from the instructor.

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