A pilot study examining the impact of collaborative mind mapping strategy in a flipped classroom: learning achievement, self-efficacy, motivation, and students’ acceptance

2020 ◽  
Vol 68 (6) ◽  
pp. 3527-3545
Author(s):  
Xudong Zheng ◽  
Tristan E. Johnson ◽  
Chunhong Zhou
Keyword(s):  
Pilot Study ◽  
Self Efficacy ◽  
Flipped Classroom ◽  
Classroom Learning ◽  
Mind Mapping ◽  
Learning Achievement ◽  
Mapping Strategy ◽  
The Impact

scholarly journals The Differentiate Effect of Self-Efficacy, Motivation, and Satisfaction on Pre-Service Teacher Students’ Learning Achievement in a Flipped Classroom: A Case of a Modern Educational Technology Course

2021 ◽  
Vol 13 (5) ◽  
pp. 2888
Author(s):  
Li Zhao ◽  
Xiaohong Liu ◽  
Yu-Sheng Su
Keyword(s):  
Educational Technology ◽  
Self Efficacy ◽  
Flipped Classroom ◽  
Learning Motivation ◽  
Control Group ◽  
Learning Achievement ◽  
Learning Satisfaction ◽  
Teacher Students ◽  
Pre Service Teacher ◽  
Experimental Group

To analyze how variability changes over time can enhance the understanding of how learners’ self-efficacy, motivation, and satisfaction is controlled and why differences might exist among groups of individuals. Therefore, this study compared the effect of variability on pre-service teacher students in the flipped classroom approach with a course named modern educational technology (MET). In total, 77 students in two groups participated in this study. Learners in the experimental group received the flipped classroom treatment. Learners in the control group received the traditional lecture-centered instructional approach. The learning outcomes were evaluated by practice assignment, transfer assignment, and student perception survey. The survey includes the evaluation of learning satisfaction, self-efficacy, and learning motivation. Pre-test and post-test were conducted by the two groups. The data analysis results applied analysis of variance (ANOVA) or analysis of covariance (ANCOVA) and revealed that the experimental group displayed a better learning achievement than the control group. The experimental group participants’ perception also showed variability (i.e., learning satisfaction, self-efficacy, and learning motivation) was better than the control group. Considering the overall study results, the flipped classroom model can be applied in the pre-service teacher students’ modern educational technology course.

scholarly journals Peer-Led Culinary Skills Intervention for Adolescents: Pilot Study of the Impact on Knowledge, Attitude, and Self-efficacy

2017 ◽  
Vol 49 (10) ◽  
pp. 852-857.e1 ◽  
Author(s):  
Amanda R. Oakley ◽  
Sarah A. Nelson ◽  
Sharon M. Nickols-Richardson
Keyword(s):  
Pilot Study ◽  
Self Efficacy ◽  
The Impact

scholarly journals Exploring the Influence of Teacher-Student Interaction on University Students’ Self-Efficacy in the Flipped Classroom

2021 ◽  
Vol 10 (2) ◽  
pp. 84
Author(s):  
Lin Li ◽  
Shanshan Yang
Keyword(s):  
Undergraduate Students ◽  
Self Efficacy ◽  
Flipped Classroom ◽  
Positive Impact ◽  
Teaching Quality ◽  
Student Interaction ◽  
Student Centered Learning ◽  
Teacher Student ◽  
Teacher Student Interaction ◽  
The Impact

The purpose of this study is to explore the impact of teacher-student interaction on undergraduate students’ self-efficacy in a Chinese university setting. Students came from natural science, management, economics, medicine, engineering and humanities. The empirical results demonstrate that teacher-student interaction has positive impact on students’ self-efficacy and their preference of the flipped classroom. Furthermore, the positive relationship between teacher-student interaction and students’ self-efficacy is partially mediated by students’ preference of the flipped classroom. Educators should focus on student-centered learning and motivate students’ preference of the flipped classroom. Students should be encouraged to actively participate in the flipped learning as well. It contributes to the reform of the flipped classroom and improvement of teaching quality in the universities.

Changing Students’ Attitudes Toward Research: Comparing Traditional With Flipped Classroom Learning Methods

2021 ◽  
Vol 26 (1) ◽  
pp. 15-33
Author(s):  
Ziblim Abukari ◽  
Nora Padykula ◽  
Jennifer Propp
Keyword(s):  
Social Work ◽  
Flipped Classroom ◽  
Traditional Classroom ◽  
Classroom Learning ◽  
Learning Methods ◽  
Positive Attitudes ◽  
Students Attitudes ◽  
Work Education ◽  
The Impact ◽  
Pedagogical Approaches

Despite the importance of research to social work education, BSW students often view these courses negatively, demonstrating a lack of interest and increased levels of anxiety. This study assessed BSW students’ attitudes toward research and the impact of two different pedagogical approaches, traditional versus the flipped classroom. Using the Attitudes Toward Research Scale, two cohorts of BSW students (n=87) were surveyed at the completion of their research sequence. Findings from the study suggest that students taught in the flipped classroom reported lower levels of apprehension toward research and reported more positive attitudes and recognition of research usefulness than their traditional classroom counterparts.

scholarly journals The Impact of a Flipped Classroom on the Creativity of Students in a Cake Decorating Art Club

2020 ◽  
Vol 11 ◽  
Author(s):  
Li-Chu Tien ◽  
Shih-Yen Lin ◽  
Hsiang Yin ◽  
Jen-Chia Chang
Keyword(s):  
Learning Strategies ◽  
Flipped Classroom ◽  
Classroom Observation ◽  
Traditional Learning ◽  
Classroom Learning ◽  
Learner Motivation ◽  
Experimental Teaching ◽  
Quasi Experimental ◽  
The Impact ◽  
Depth Interviews

This study explored the effect of learning strategies in a student organization on cake art creativity. The participants were 27 student members of a cake decorating art club from one central university in Taiwan. A quasi-experimental pretest-posttest design was adopted, with 90 h of experimental teaching over 16 weeks. The results, which included the use of a questionnaire, classroom observation, and in-depth interviews, suggest that in terms of creativity, the group participating in flipped classroom learning significantly outperformed the group using traditional learning strategies. Furthermore, flipped classroom learning promoted learner motivation and satisfaction.

scholarly journals The Impact of Online Learning During theCovid-19 Pandemic (Case Study: Private University in Jakarta)

2021 ◽  
Vol 11 (8) ◽  
pp. 72-79
Author(s):  
Kristina Hendryka ◽  
◽  
Richardo Christjia ◽  
William Alex Chandra ◽  
Dennis Pedra ◽  
...  
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Self Efficacy ◽  
Private University ◽  
Education Sector ◽  
Learning Motivation ◽  
Learning Materials ◽  
Learning Achievement ◽  
The Impact

-The virus Covid-19 has caused enough trouble for the whole world for nearly a year, ever since it first emerged in Wuhan, China, in December 2019. All areas of life are affected in a way or more, especially the education sector. Learning process shifting to be online at home, and it is now commonly referred to as online learning. Despite the now regulated way of learning, debates regarding the effectiveness of online learning are widely circulated. Thus, the purpose of this study is to investigate the effectiveness of online learning, and whether it has positively or negatively impacted the students in any way. The result shows that online learning really has significantly positively impacted students’ performance. Their learning achievement, self-efficacy, as well as learning motivation have shown to be greatly affected by this way of learning. The sources of impacts come from the way the learning materials are delivered, how the class is held, and the educators themselves. Keywords- Online learning, Covid-19, students’ performance, learning achievement, self-efficacy

scholarly journals Knowledge, Health Beliefs, and Self-Efficacy regarding Osteoporosis in Perimenopausal Women

2013 ◽  
Vol 2013 ◽  
pp. 1-6 ◽  
Author(s):  
Renée D. Endicott
Keyword(s):  
Pilot Study ◽  
Family History ◽  
Health Beliefs ◽  
Educational Intervention ◽  
Self Efficacy ◽  
Educational Program ◽  
The Family ◽  
Perimenopausal Women ◽  
History Of ◽  
The Impact

The aims of this pilot study were to (1) determine if having a family history of osteoporosis impacts knowledge, health beliefs, and self-efficacy regarding osteoporosis among perimenopausal women aged 42–52 and to (2) describe the impact of an osteoporosis-specific educational intervention had on the knowledge, health beliefs, and self-efficacy of this population. Participants completed three surveys measuring knowledge, health beliefs, and self-efficacy related to osteoporosis before and two months after the educational program. At baseline, no differences were noted in knowledge of osteoporosis among women with and without a family history of osteoporosis, although women with a family history perceived a greater susceptibility for developing osteoporosis than women without the family history. Findings indicate that both groups increased in knowledge of osteoporosis (P<.001). Benefits of calcium increased in the women without a family history of osteoporosis (P<.001) and benefits of exercise increase in women with a family history of osteoporosis (P=.007). There were no significant statistical findings regarding self-efficacy between the two groups of women. Findings indicate that an osteoporosis-specific educational program improves perimenopausal women’s knowledge and some health beliefs.

scholarly journals Concept mapping impact on self-efficacy for enhancing students’ motivation and performance in biology

2020 ◽  
Vol 16 (1) ◽  
pp. 73-82
Author(s):  
Michael Adiyiah ◽  
Dieudonne Mutangana ◽  
Yaw Ameyaw
Keyword(s):  
Concept Mapping ◽  
Self Efficacy ◽  
Intervention Strategy ◽  
Efficacy Beliefs ◽  
Positive Influence ◽  
Mapping Strategy ◽  
Quasi Experimental ◽  
And Performance ◽  
The Impact ◽  
One Way Anova

The impact of students’ self-efficacy beliefs about their academic performance and motivation in all stages of their academic endeavour has been a major concern to many researchers. It contributes greatly to the overall total development and success of the student even at their progression to the next level in their educational development. The purpose of this quasi-experimental study was to investigate the effect of using concept mapping strategy as an intervention strategy on the development of students’ self-efficacy beliefs about their motivation and performance in biology. One hundred and twenty students from two different Senior High Schools in Ashanti Region of Ghana were involved in the experiment. Two instruments, namely students’ self-efficacy and motivation questionnaire as well as students’ achievement test were used in the data collection and the results were analyzed using Pearson product-moment correlation, one-way ANOVA and multiple regression statistics. The findings of the study indicated that effective regular use of concept mapping strategy has a strong and positive influence on students’ self-efficacy beliefs about their development which enhances their motivation to learn and performance in biology.

Sign in / Sign up

Export Citation Format

Share Document