Flipping The Classroom: A Step Forward towards Understand its Impact on Students’ Learning Satisfaction

2021 ◽  
Vol 12 (3) ◽  
pp. 1054-1063
Author(s):  
Noraini Mohamed Noh Et.al
Keyword(s):  
Academic Achievement ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Usual Method ◽  
Control Group ◽  
Satisfaction Level ◽  
Learning History ◽  
Learning Satisfaction ◽  
Students Satisfaction ◽  
Positive Effect

The latest technology development has brought various changes to the education world to replace the traditional method in teaching and learning. The Flipped Learning model is one of the approaches which utilises technology and it has become popular for teaching and learning. This study aimed to assess the effects of the Flipped Classroom on students’ academic achievement and learning satisfaction in the history subject. The study was conducted on Primary 5 students. Two groups of Primary Five students with the same ability had been chosen and placed in the control group which used the usual method of learning the history subject. As for the treatment group, this involved 30 students who learned history using the flipped classroom method. This study utilized the quasi-experimental design. The study instruments comprised one set of topical questions for the pre-test and post-test and the questionnaire to assess the students’ satisfaction level in learning history. The paired t-test was used in this study to answer all the research questions. The findings showed that the usage of the Flipped Classroom gave a positive effect to the students’ learning satisfaction. The students who studied using the Flipped Classroom had a high mean of satisfaction level compared to students who studied using the usual method. It could be concluded that flexible learning, usage of learning materials with various formats, an active learning environment, students having the opportunity to activate their existing knowledge before the class started, teacher guided self-learning and organized and planned implementation of activities had given a positive effect towards the students’ satisfaction level in learning history; in turn this affected the students’ academic achievement.  

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 Information and Communication Technology in Teaching and Learning: Perspectives on E-Learning at Higher Education Level

2020 ◽  
Vol 8 (5) ◽  
pp. 4084-4086
Keyword(s):  
Academic Achievement ◽  
Prospective Teachers ◽  
Teaching And Learning ◽  
Descriptive Analysis ◽  
Control Group ◽  
Post Test ◽  
Information And Communication ◽  
E Learning ◽  
Teaching Learning ◽  
Experimental Group

Technology can be a powerful tool for transforming learning. To be a successful teacher one should be learner always and should have the mind to comprehend and design new methodologies in their transaction process. ELearning courseware is an effective model of teaching and learning framework that can enhance academic achievement of students. In this research, E-Learning courseware is developed for B.Ed curriculum and the effectiveness of E-Learning courseware is studied on academic achievement of Prospective teachers studying B.Ed course. 80 students studying B.Ed. course are selected as sample by convenient sampling method. 40 of which are assigned in the experimental group and 40 in the control group. Experimental Group is subjected to E-Learning courseware and the Control group is subjected to Conventional method of teaching, Pre-test – Post Test non-equivalent groups design is used for the study. Achievement test developed and validated by the researcher is administered to measure the academic achievement of the prospective teachers as pre-test and post-test. Effectiveness of E-Learning courseware is studied on academic achievement of Prospective teachers studying B.Ed course. In the analysis of data, t-test and descriptive analysis were used. Results showed that there is significant effect of ELearning courseware in enhancing the academic achievement of Prospective Teachers. This research opens new avenues in teaching learning process which can empower students.

Comparing the Effectiveness of Using ICT for Teaching Geometrical Shapes in Kindergarten and the First Grade

2018 ◽  
Vol 13 (1) ◽  
pp. 50-63 ◽  
Author(s):  
Nicholas Zaranis
Keyword(s):  
Teaching And Learning ◽  
First Grade ◽  
Kindergarten Students ◽  
Information And Communications Technology ◽  
Control Group ◽  
Teaching Methodology ◽  
Traditional Teaching ◽  
Geometrical Shapes ◽  
Positive Effect ◽  
Experimental Group

The purpose of this study is to investigate if information and communications technology (ICT) helps to improve first grade and kindergarten students' basic geometry achievement. The author's research compares the level of geometrical competence of the first grade students and kindergarten students taught using an ICT oriented learning method specifically targeting ‘Realistic Mathematics Education' (RME) for geometry concepts, as opposed to traditional teaching methodology. The study dealt with first grade and kindergarten students in Crete and Athens. The experimental group of the consisted of 237 students who were taught shapes with the support of computers and the control group had 247 students. The results of the study indicated that teaching and learning through ICT is an interactive process for students at the first grade and kindergarten level and has a positive effect for the learning of shapes using the background of RME theory.

scholarly journals Assessing the Effectiveness of Innovative Pedagogy and Lecture Method on Students Academic Achievement and Retention in Computer Programming

2021 ◽  
Vol 2021 ◽  
pp. 1-11
Author(s):  
Christian Basil Omeh ◽  
Chijioke Jonathan Olelewe
Keyword(s):  
Academic Achievement ◽  
Teaching And Learning ◽  
Computer Programming ◽  
Analysis Of Covariance ◽  
Repeated Measure ◽  
Control Group ◽  
Control Groups ◽  
Significant Difference ◽  
Innovative Pedagogy ◽  
And Control

Education prepares one for the world of work; hence, the adoption of the innovative instructional approach employed in the process of teaching and learning is key to the attainment of this goal. To mitigate students’ poor achievement in computer programming (CP), innovative pedagogy (IP) was adopted to make students become active learners in classroom learning. In this study, a quasi-experimental design was used and nonrandomized the subject with pretest and posttest. Students (N = 145) were nonrandomized to the treatment and control groups. The researchers conducted a repeated measure of analysis of variance to determine the change between the experimental and control groups. Students’ attributes were tested for differences by comparing categorical data with chi-square statistics. The interaction effect was determined using an analysis of covariance. The results revealed that the experimental group’s CP achievement test results outperformed those of the control group at posttest and retention tests. Furthermore, the findings of the study show that there is no significant difference in students’ academic achievement across ability levels and gender. Also, there is no interaction between the pretest and the IP. The study, therefore, recommends that computer educators should adopt innovative teaching practices in their day-to-day teaching since it is more creative, learner-centered, and improved student engagement.

scholarly journals The Effectiveness of the Implementation of the Flipped Classroom Learning Strategy on Motivation, Discipline and Learning Results

2019 ◽  
Author(s):  
Darmansyah
Keyword(s):  
Flipped Classroom ◽  
Learning Strategy ◽  
Control Group ◽  
Research Subject ◽  
Classroom Learning ◽  
Control Groups ◽  
And Control ◽  
Positive Effect ◽  
Experimental Group ◽  
Better Than

This study examined the effectiveness of the flipped classroom learning strategy on student’s motivation, discipline and learning results on the classroom action research subject. The research subject consists of 66 students grouped into experimental and control groups which were taught separately by using the flipped classroom learning strategy and a conventional discussion strategy. Flipped classroom learning strategy with technology has a significant positive effect on student’s motivation, discipline and learning results. It can be concluded that the experimental group of students taught by flipped classroom strategy is better than the control group in all three domains.

scholarly journals Exploring the Effect of the Flipped Classroom Model on EFL Phonology Students’ Academic Achievement

2021 ◽  
Vol 3 (2) ◽  
pp. 37-53
Author(s):  
Mohsine Wahib ◽  
Youssef Tamer
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Flipped Classroom ◽  
Experimental Studies ◽  
Control Group ◽  
Great Success ◽  
Success In Higher Education ◽  
Post Test ◽  
Efl Students ◽  
Experimental Group

Recent research has shown that the flipped model had a great success in higher education. Yet, there are very limited experimental studies that prove its effects on EFL students’ academic achievement in Moroccan higher education. The central objective of this paper is to investigate the effectiveness of the flipped model in an EFL Phonology course and its effect on students’ academic achievement. The sample was composed of 156 participants (n=156) of two intact groups of EFL phonology course at two Moroccan higher education institutions. In a semester-long study, the phonology course was taught using the flipped model. Working with the existing intact classrooms made the study adopt a quasi-experiment design.  The teacher inverted the course by offering lectures via videos for students to view at home using the free online platform Edpuzzle and then followed up by providing activities and more practice in the classroom. Quantitative data were gathered using self-designed achievement test as a pre-test and post-test for both control and experimental groups. The results revealed a significant increase in the participants’ academic achievement in the experimental group in comparison to the control group.

scholarly journals Impact of a flipped classroom on academic achievement and perception among first year nursing students

2019 ◽  
Vol 7 (3) ◽  
pp. 68
Author(s):  
Amal Amin El-Sheikh ◽  
Hanaa El-Sayed El-Sayad
Keyword(s):  
Academic Achievement ◽  
Nursing Education ◽  
Flipped Classroom ◽  
Student Perception ◽  
Control Group ◽  
First Year ◽  
Study Group ◽  
Group I ◽  
Strongly Agree ◽  
The Impact

Background: Flipped classroom has generated significant concern in nursing education in recent years, particularly in higher education. It can provide an innovative solution to the unmet challenges of traditional classroom. Using video helps students to learn content at their own pace and use their time in the classroom to attack difficult problems. Aim of the study: to study the impact of a flipped classroom on academic achievement and perception among first year nursing students.Methods: A quasi-experimental design was utilized. Setting: The study was conducted at Faculty of Nursing of Menoufia University. Subjects: A convenient sample of all first year undergraduate students (360) who were admitted to Faculty of Nursing and were included in fundamental of nursing course of the academic year 2017-2018 throughout second term. They were divided alternatively and randomly into two groups, 180 for each, group I: Exposed to the flipped classroom and group II: Exposed to the traditional lecture classroom. Tools: Three tools were used for data collection. Tool I: Structural interviewing questionnaire, tool II: student perception of flipped classroom and tool III: student achievement tool.Results: The results revealed that the study group achieved higher level of perception towards flipped classroom after the first aid unit and the majority of them (87.2%) did not have any prior experience of flipped classroom. 58.9% of the study group were strongly agree to appreciate learning with video and about two thirds of them (63.9%) strongly agree that it was easier and more effective to learn using flipped classroom. 65% of the study group were strongly agree that video made them learn more and about half of them (57.2%) strongly agree that video could replace traditional lectures completely. The means total score of students’ achievement were 22.22 ± 5.09 and 19.77 ± 5.50 among study and control group respectively.Conclusions: Students shared in the flipped classroom (study group) achieved higher level of perception. The study group had higher level of achievement scores than those in the control group.Recommendations: Similar studies should be carried out with a bigger sample in various courses and at various educational stages to generalize the findings.

Análisis comparativo de los perfiles motivacionales y el Estado de Flow entre una metodología tradicional y la metodología Flipped Classroom en estudiantes de Educación Física (Comparative analysis of motivational profiles and flow status between a tradi

Retos ◽  
2020 ◽  
pp. 338-344
Author(s):  
Pablo Cuenca Ruano ◽  
Salvador García Martínez ◽  
Alberto Ferriz Valero ◽  
Juan Tortosa Martínez
Keyword(s):  
Learning Environment ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
The State ◽  
Control Group ◽  
Post Test ◽  
Quasi Experimental ◽  
Student Test ◽  
Para Determinar ◽  
Experimental Group

El proceso de enseñanza y aprendizaje está muy determinado por la motivación y el ambiente de aprendizaje. La motivación y el ambiente de aprendizaje, dentro de la educación, dependen mucho de las metodologías educativas que se implementan en los centros educativos. El objetivo de este trabajo es comparar la motivación y el estado de Flow entre la estrategia metodológica Flipped Classroom y una metodología tradicional. Para ello se llevó a cabo un estudio de diseño cuasiexperimental, con selección de la muestra no probabilística e intencional. 103 alumnos universitarios participaron en el estudio, divididos en un grupo experimental (Flipped Classroom) y un grupo control (metodología tradicional). La motivación y el estado de Flow se evaluaron antes de comenzar la impartición de lecciones relacionadas con la asignatura: “Didáctica de la Educación Física” y al finalizar la misma (cuatro meses). Se utilizaron los cuestionarios de metas de logro 2x2 (Guan et al., 2006) y DREEM (Herrera et al., 2015). Para determinar si existían diferencias iniciales y finales entre los grupos se realizó la prueba T-Student de muestras independientes. Para observar las diferencias intragrupo (pre vs pos-test) se utilizó una prueba T-Student para muestras relacionadas. Los resultados muestran que existen diferencias significativas entre el grupo de control y el grupo experimental en las variables aproximación/maestría (p < .001), enseñanza (p = .003) y aprendizaje (p = .05). Con la metodología Flipped Classroom el alumnado presenta niveles en la motivación y en el estado de Flow superiores al alumnado que imparte una metodología tradicional.  Summary. The teaching and learning process is highly determined by motivation and the learning environment. The motivation and the learning environment, within education, both of them depend a lot on the educational methodologies that are implemented in educational centers. The objective of this work is to compare the motivation and the state of Flow between the Flipped Classroom methodological strategy and a traditional methodology. For this reason, a quasi-experimental design study was carried out, with a selection of the non-probabilistic and intentional sample. 103 university students participated in the study, divided into an experimental group (Flipped Classroom) and a control group (traditional methodology). The motivation and the state of Flow were evaluated before the beginning of the lessons related to the subject: "Physical Education Didactics" and at the end of it (four months later). The 2x2 achievement goal questionnaires (Guan et al., 2006) and DREEM (Herrera et al., 2015) were used. To determine if there are initial and final differences between the groups, the T-Student test was performed on independent samples. To observe intra-group differences (pre vs. post-test), a T-Student test was detected for related samples. The results found that there are differences between the control group and the experimental group in the variables approach/mastery (p < .001), teaching (p = .003) and learning (p = .05). With the Flipped Classroom methodology, students have higher levels of motivation and Flow status than students who teach a traditional methodology.

scholarly journals Effectiveness of Using Flipped Classroom Strategy in Academic Achievement and Self-Efficacy among Education Students of Princess Nourah bint Abdulrahman University

2017 ◽  
Vol 10 (4) ◽  
pp. 67 ◽  
Author(s):  
Afaf Mohammed AlJaser
Keyword(s):  
Academic Achievement ◽  
Classroom Management ◽  
Self Efficacy ◽  
Flipped Classroom ◽  
College Of Education ◽  
Achievement Test ◽  
Control Group ◽  
First Semester ◽  
And Control ◽  
Experimental Group

The present study is an attempt to measure the effectiveness of using flipped classroom strategy in academic achievement and self-efficacy among female students of College of Education, Princess Nourah bint Abdulrahman University (PNU), Saudi Arabia. The study adopted the experimental method based on the two experimental and control groups, where the experimental group was taught through flipped classroom strategy, while the control group taught in the traditional way. Two tools were applied in this study: (Achievement Test and Self-Efficacy Scale). The sample consisted of two groups: one group is experimental and the other is control, both studying the course of (Classroom Management) in the first semester for the academic year 2016/2017. The results showed that the experimental group outperformed the control group in the post achievement test, as well as having a positive correlation between the students’ post achievement test and their attitudes towards self-efficacy scale; indicating that the more scores the students get in achievement test, the more self-efficacy they have. In the light of the results, some recommendations have been made.

scholarly journals Penerapan Strategi Pembelajaran Billboard Ranking Guna Meningkatkan Prestasi Belajar Sejarah Materi Perkembangan Masyarakat Indonesia Pada Masa Reformasi Pada Siswa Kelas VII A SMP Negeri 1 Cenrana

2019 ◽  
Vol 3 (1) ◽  
pp. 50
Author(s):  
Sudirman Sudirman
Keyword(s):  
Action Research ◽  
Student Learning ◽  
Teaching And Learning ◽  
Learning Motivation ◽  
Design Activity ◽  
Learning Method ◽  
Learning Achievement ◽  
Learning History ◽  
Academic Year ◽  
Positive Effect

Abstract. The problems that want to be studied in this study are: (a) How is the increase in student learning achievement by the application of Billboard Ranking learning. (b) What is the influence of the Billboard Ranking learning method on student learning achievement. The purpose of this action research is: (a) Want to know the improvement of student learning achievement after the implementation of Billboard Ranking learning. (b) Want to know the effect of student learning motivation after the implementation of the Billboard Ranking learning method. This study uses action research as many as three rounds. Each round consists of four stages, namely: design, activity and observation, reflection, and refining. The target of this study is students of Class VII A. Academic Year 2016/2017. Data obtained in the form of formative test results, observation sheets of teaching and learning activities. From the results of the analysis, it was found that student learning achievement had increased from cycle I to cycle III, namely, cycle I (59%), cycle II (79%), cycle III (88%). The conclusion of this study is the Billboard Ranking method can have a positive effect on the learning motivation of Class VII A. Students in 2016/2017 lessons, and this learning method can be used as an alternative to learning history. 

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