Enhancing science self-efficacy and attitudes of Pre-Service Teachers (PST) through a flipped classroom learning environment

2019 ◽  
pp. 1-12 ◽  
Author(s):  
David González-Gómez ◽  
Jin Su Jeong ◽  
Florentina Cañada-Cañada
Keyword(s):  
Learning Environment ◽  
Self Efficacy ◽  
Flipped Classroom ◽  
Classroom Learning Environment ◽  
Classroom Learning

scholarly journals Classroom Learning Environment and Self-Efficacy in Mathematics of Freshmen Engineering Students of the University of Eastern Philippines

2021 ◽  
pp. 94-101
Author(s):  
Ramil E. Salazar ◽  
Riza C. Basierto
Keyword(s):  
Learning Environment ◽  
Goal Orientation ◽  
Significant Relationship ◽  
Self Efficacy ◽  
Student Interaction ◽  
Classroom Learning Environment ◽  
Classroom Learning ◽  
Teacher Student ◽  
Teacher Student Interaction ◽  
College Of Engineering

Aims: To determine the classroom learning environment in terms of goal orientation, physical facilities, student-student interaction, teacher-student interaction, method of teaching, and the degree of self-efficacy in mathematics; and establish if there is a significant relationship between their classroom environment and the degree of self-efficacy in mathematics.  Study Design: Descriptive correlational research design.            Place and Duration of Study: College of Engineering, University of Eastern Philippines, Catarman, Northern Samar in the school year 2012-2013. Methodology: Complete enumeration of 260 freshmen students from the College of Engineering courses: Bachelors of Science in Agricultural Engineering, Civil Engineering, Electrical Engineering, and Mechanical Engineering enrolled in Mathematics were surveyed using the 50-item Learning Environment Schedule developed by Sunitha and Mathematics Self-efficacy Survey developed by Betz and Hackett. The data gathered were tabulated, analyzed, and treated statistically using the Statistical Package for Social Sciences (SPSS 16.0 Version). Results: With the total score of 50594 out of 65000 and a mean of 3.89, the respondents found the classroom learning environment in terms of goal; orientation, physical facilities, student-student interaction, teacher-student interaction, and methods of teaching to be favorable; that the total score of 17634 and a mean of 3.61 showed that respondents had much confidence or had high self-efficacy in Mathematics; and that the Pearson r of .187 with the respective significant value of .001, ,000, ,011, and,000, goal orientation, student-student interaction, teacher-student interaction and methods of teaching were found to have a significant relationship with self-efficacy in mathematics; and only physical facilities was not significantly correlated to self-efficacy in mathematics. Conclusion: Classroom learning environment variables are significantly related to self-efficacy in mathematics.

scholarly journals Effects of STEAMification Model in Flipped Classroom Learning Environment on Creative Thinking and Creative Innovation

TEM Journal ◽  
2020 ◽  
pp. 1647-1655
Author(s):  
Naphong Wannapiroon ◽  
Sirirat Petsangsri
Keyword(s):  
Learning Environment ◽  
Research And Development ◽  
Creative Thinking ◽  
Flipped Classroom ◽  
Classroom Learning Environment ◽  
Normal Model ◽  
Classroom Learning

This paper is a report on the findings from the research and development of STEAMification model in flipped classroom learning environment to enhance creative thinking and creative innovation. The purposes of this study are: 1) to develop the model; 2) to study the developed model. Results exhibited that: 1) the model consists of 6 components, 2) the students who had studied through STEAMification had higher creativity (Mean = 14.53, S.D. = 0.94) than the students who studied through normal model (Mean = 12.90, S.D. = 1.91), 3) the students who had studied through model had higher quality of creative innovation (Mean = 14.86, S.D. = 1.62) than the students who studied through normal model (Mean = 12.90, S.D. = 1.91).

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