Flipped classroom in Indonesian higher education: A mixed-method study on students' attitudes and experiences

The flipped classroom has been widely applied in many educational settings. Thus, it is significant to understand how its implementation is perceived by students. This mixed-method study aimed to find out the fourth-year students’ attitudes at a university in Indonesia on the flipped classroom they attended. It was also aimed at exploring their perception of the benefits and pitfalls they experienced when attending the flipped classroom. Employing a convergent mixed-method design, the quantitative data were obtained from 75 students (n=75) who were asked to complete a questionnaire. For the qualitative data, 13 students, divided into two groups, were invited to participate in a focus group interview to explore their experiences in attending the flipped classroom. The findings indicated that the students had positive attitudes towards the flipped classroom (M=2.87) and reported several benefits they perceived. Nonetheless, aspects regarding motivation (M=2.50) and the use of videos (M=2.49) and other technological supports indicated negative attitudes and were considered as pitfalls in the implementation of the model. Implications and recommendations were addressed for the better implementation of a flipped classroom.

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Effects of Redesigned Model Eliciting Activities on Seventh Grade Students’ Mathematics Success and Students’ Views about These Activities

Malikussaleh Journal of Mathematics Learning (MJML) ◽

10.29103/mjml.v3i2.2895 ◽

2020 ◽

Vol 3 (2) ◽

pp. 34

Author(s):

Mehmet Akif Karabörk ◽

Soner Durmus

Keyword(s):

Academic Achievement ◽

Quantitative Data ◽

Qualitative Data ◽

Attitudes And Beliefs ◽

Structured Interviews ◽

Significant Difference ◽

Mixed Method Design ◽

Students Attitudes ◽

Qualitative Part

In this study, the effects of redesigned modeling activities on the academic achievement of 7th grade students and the student’s view about these activities were investigated. We use explanatory sequential mixed method design that is one of the mixed research methodology for this investigation. The quantitative part of this research established according to semi-experimental study with pre-posttest, and qualitative part of this study execute with the case study. Quantitative data were collected with multiple choice academic achievement tests, and qualitative data were collected with study papers, observation forms, forms of student’s view, and semi-structured interviews at the end of all activities. The quantitative data were analyzed with covariance analysis. Qualitative data were analyzed with content analysis. As a result, a statistically significant difference was found in favor of the experimental group on the academic achievement which influenced by modeling activities. This difference has been influenced by the presentation of the learning environment in which the students' attitudes and beliefs towards themselves and the lessons will be positively affected, and mathematical skills will be supported to increase success.

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Medical Undergraduates’ Perceptions on Medical Humanities Course in Nepal

Journal of Nepal Health Research Council ◽

10.33314/jnhrc.v18i3.2568 ◽

2020 ◽

Vol 18 (3) ◽

pp. 436-441

Author(s):

Amanda Douglas Helen ◽

Madhusudan Subedi ◽

Rajesh Gongal

Keyword(s):

Social Sciences ◽

Mixed Method ◽

Quantitative Data ◽

Medical Humanities ◽

Qualitative Data ◽

Undergraduate Curriculum ◽

Mixed Method Study ◽

Personal Impact ◽

Healthcare It ◽

Medical Undergraduates

Background: Medical humanities is taught in medical schools in the western countries, partly to address the lack of compassion within healthcare. It seeks to develop understanding of human experiences relating to disease, disability and death, through humanities, arts and social sciences. In 2018, Patan Academy of Health Sciences Nepal introduced an eight-week medical humanities course for new medical students. This study aims to evaluate the course from the student participants’ view, exploring their perceptions and experiences. Methods: A mixed method study was used to assess the perceptions of 65 students who completed a semi-structured survey, comprising eight items, with five point- Likert scale and three open response questions. Quantitative data was analysed with results expressed as mean, standard deviation and percentage. Qualitative data was coded and analysed thematically. Results: The students’ perception of the course was strongly positive where 98.5% agreed or strongly agreed it was enjoyable and interesting (items 1,2) and should be continued (item 9). 97% agreed or strongly agreed it made them think differently (item 5) and 96.9% that it was relevant to future careers (item 6). 96.9% agreed or strongly agreed the course helped them understand doctor’s caring roles (item 10) and 92.3% believed it will make them better doctors (item 11). Three themes emerged from open response questions related to perceptions- enjoyable and interesting, positive personal impact and valuable and important. Conclusions: The students had positive perceptions of the medical humanities course, recognizing its’ impact, importance and its value in medical education. Its expansion in the undergraduate curriculum should be considered. Keywords: Evaluation;medical humanities; Nepal; perceptions;students

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Does Problem-Based Learning Affect Students’ Speaking Skill and Attitude toward ELL?

RETORIKA Jurnal Ilmu Bahasa ◽

10.22225/jr.6.2.2315.131-138 ◽

2020 ◽

Vol 6 (2) ◽

pp. 131-138

Author(s):

Gede Sutrisna ◽

Luh Putu Artini

Keyword(s):

Mixed Method ◽

Quantitative Data ◽

Qualitative Data ◽

Problem Based Learning ◽

Affective Attitude ◽

Mixed Method Design ◽

Scientific Approach ◽

Speaking Skill ◽

The Impact ◽

Approach Problem

As a typical learning method which is grounded from a scientific approach, problem-based learning (PBL) does not only enhance students’ critical thinking but also helps them actively construct their knowledge and skill. The objectives of this study were to investigate the impact of PBL on (1) students’ speaking skill and (2) their attitude toward ELL. This study employed an embedded mixed-method design which combined one-group pretest-posttest and descriptive qualitative design. It involved a group of 41 students as the sample. The quantitative data were collected through pretest-posttest and questionnaire (closed-ended). Meanwhile, the qualitative data were obtained through observation and open-ended questionnaire. The findings of the study found that students demonstrated better speaking performance after being treated through PBL activities. Besides, they exhibited more positive behavioral, cognitive, and affective attitude toward ELL.

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Factors affecting accessibility and use of female condom among youths in selected tertiary institutions in Migori County, Kenya.

10.31124/advance.7874711.v1 ◽

2019 ◽

Author(s):

Joshua Boraya ◽

Caroline Githae ◽

Esther Njuguna ◽

Ombaka Dickson ◽

Gachau Albert

Keyword(s):

Study Design ◽

Mixed Method ◽

Quantitative Data ◽

Qualitative Data ◽

Female Condom ◽

Mixed Method Study ◽

P Value ◽

Factors Affecting ◽

Tertiary Institutions

The report presents both quantitative and qualitative date indicating factors affecting use of female condom among youths in Migori County, Kenya. Quantitative data was analyzed using SPSS version 23 and qualitative data was analyzed using N- Vivo version 11. Tables were used to present the results. Significant results were reported at p value < 0.05.<div>The study used a mixed method study design </div>

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Assessment of the Capacity and Capability of Burn Centers to Respond to Burn Disasters in Belgium: A Mixed-Method Study

Journal of Burn Care & Research ◽

10.1093/jbcr/irz105 ◽

2019 ◽

Vol 40 (6) ◽

pp. 869-877

Author(s):

Mustafa Al-Shamsi ◽

Maria Moitinho de Almeida ◽

Linda Nyanchoka ◽

Debarati Guha-Sapir ◽

Serge Jennes

Keyword(s):

Disaster Management ◽

Mixed Method ◽

Disaster Response ◽

Quantitative Data ◽

Qualitative Data ◽

Burn Injury ◽

Mixed Method Study ◽

Semistructured Interview ◽

Burn Centers ◽

And Training

Abstract Burn disaster is defined as a massive influx of patients that exceeds a burn center’s capacity and capability. This study investigates the capacity and capability of burn centers to respond to burn disasters in the Belgian ground. Quantitative survey and qualitative semistructured interview questionnaires were administered directly to key informants of burn centers. The data collected from both methods were compared to get a more in-depth overview of the issue. Quantitative data were converted into a narrative to enrich the qualitative data and included in the thematic analysis. Finally, data from both methods were analyzed and organized into five themes. The Belgian Association of Burn Injury (BABI) has a specific prehospital plan for burn disaster management. Once the BABI Plan is activated, all burn centers respond as one entity. Burn Team (B-Team) is a professional team that is formed in case of urgent need and it is deployed to a scene or to nonburn specialized hospitals to help in disaster relief. The challenges for burn disasters response occur particularly in the area of triage, transfer, communication, funding, and training. We conclude that there is a variation in the capacity and capability of burn centers. Overall, the system of burn disaster management is advanced and it is comparable to other high-income countries. Nevertheless, further improvement in the areas of preparation, triage, communication, and finally training would make disaster response more resilient in the future. Therefore, there is still space for further improvement of the management of burn disasters in Belgium.

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AN ANALYSIS OF FOCUSED METALINGUISTIC WRITTEN FEEDBACK: How would learners react?

Englisia Journal ◽

10.22373/ej.v8i1.5972 ◽

2020 ◽

Vol 8 (1) ◽

pp. 44

Author(s):

Rizqiyyah Rizqiyyah ◽

Tanty Prianty

Keyword(s):

Graduate Students ◽

Academic Writing ◽

Mixed Method ◽

Quantitative Data ◽

Electronic Mail ◽

Qualitative Data ◽

Mixed Method Study ◽

Written Feedback ◽

Constructive Feedback ◽

Fields Of Study

Learners of higher education are encouraged to write a scholarly publication in that it helps corroborate them as professionals in their fields of study. Practices in academic writing are thus indispensable to do to achieve a higher level of competency. This study explores learners’ reactions towards focused metalinguistic written feedbacks provided by a lecturer. The lecturer used electronic mail to provide constructive feedback to her students. This mixed-method study involved 22 post-graduate students from an Indonesian university. In analyzing the qualitative data, the researchers employed Miles and Huberman’s qualitative data analysis approach. Meanwhile, the quantitative data, namely the basic analysis of focused metalinguistic written feedbacks were analyzed by employing Cumming’s writing approach. The findings reveal that: (1) learners revised and expanded their draft after getting back their paper; (2) lecturer’s feedbacks through email have reportedly motivated learners because such the feedbacks did not lead learners perplexity compared to the handwritten feedbacks; (3) the majority of participants used revising and responding, consulting a dictionary/grammar book, and referring to the previous composition as the ways to handle lecturer’s input.

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Factors Influencing Teaching of Chemistry in Class Nine and Ten in the Schools under Chhukha District, Bhutan

Asian Journal of Education and Social Studies ◽

10.9734/ajess/2021/v14i430360 ◽

2021 ◽

pp. 13-25

Author(s):

Ngawang Chogyel ◽

Norbu Wangdi

Keyword(s):

Secondary Schools ◽

Mixed Method ◽

Quantitative Data ◽

Qualitative Data ◽

Structured Interview ◽

Chemistry Teachers ◽

Factors Influencing ◽

Analysis Technique ◽

Mixed Method Design ◽

Structured Questionnaire

This study investigated the factors influencing the teaching of chemistry in class nine and ten in the schools under Chhukha District, Bhutan. Adopting convergent mixed method design, the study employed structured questionnaire to collect quantitative data and semi-structured interview and classroom observation to collect qualitative data. The sample comprised of 10 Chemistry teachers and 500 students from class nine and ten from three middle secondary schools and two higher secondary schools. Quantitative data were analyzed using descriptive statistics in the form of tables, mean and standard deviation whereas the qualitative data were analyzed based on content analysis technique. The findings of this study highlighted that the lack of laboratory resources, limited time allocated for chemistry theory and practical classes, and teachers’ heavy workload impacted teaching of chemistry negatively while the teacher’s sound knowledge on the chemistry subject impacted the teaching of chemistry positively.

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University Students' Views on the Education and Teaching of Civilization History: Bayburt University Education Faculty Sample

Journal of Education and Training Studies ◽

10.11114/jets.v5i10.2560 ◽

2017 ◽

Vol 5 (10) ◽

pp. 123

Author(s):

Mehmet Elban

Keyword(s):

Quantitative Data ◽

Qualitative Data ◽

Sampling Method ◽

Teaching Method ◽

Structured Interview ◽

University Education ◽

Negative Attitudes ◽

Positive Attitudes ◽

School Teaching ◽

Common Causes

The purpose of this research is to evaluate the teaching and educational activities in the civilization history lesson. The model of the research is the exploratory sequential design from mixed research patterns. The appropriate sampling method was used in the research. The qualitative data of the research were collected from 26 students through a semi-structured interview form. Content analysis was used in the analysis of qualitative data. The quantitative data of the research were obtained by a questionnaire developed as an analysis of the qualitative data of the research. 95 students participated in the questionnaire. Descriptive statistics were used in the analysis of quantitative data In the research, it was understood that the positive attitudes towards the civilization history lesson of the students in the primary school teaching department were caused by curiosity and interest and their negative attitudes were caused by making the students passive and lesson subjects. The civilization history study methods of students are source books, lesson teacher, note-taking, and to work by typing. Reasons of topics which are students easily learn are interest and curiosity, national history and previous information. The reason for the difficulty in learning on some subjects is that there are too many subjects. Interest and curiosity with teaching method and technique are common causes of the success and failure of the students in the civilization history lesson. In addition, students attach great importance to the use of interactive teaching methods and techniques and visual teaching materials in civilization history lesson.

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The Relationships Among Affective Factors in Learning EFL: A Study of the Saudi Setting

English Language Teaching ◽

10.5539/elt.v12n9p105 ◽

2019 ◽

Vol 12 (9) ◽

pp. 105

Author(s):

Jihan Zayed ◽

Huda Al-Ghamdi

Keyword(s):

Foreign Language ◽

Mixed Method ◽

Quantitative Data ◽

Qualitative Data ◽

Affective Factors ◽

Saudi Students ◽

Self Confidence ◽

Mixed Method Design ◽

High Motivation ◽

Predictive Relationships

Adopting a mixed-method design, the current study attempted to specify the relationships among four affective factors (i.e., motivation, attitudes, self-confidence, and anxiety) involved in learning English as a Foreign Language (EFL). Seventy-three students – from Administration and Humanities College, Mustaqbal University and Jubail University College, KSA – responded to a questionnaire of two parts: Part I and Part II, which yielded quantitative data. Qualitative data were generated through the analysis of Part I results to prove that there was no relationship between Saudi students’ EFL proficiency and their awareness of the affective factors involved in learning it. Findings of Part II confirmed the interrelatedness among the four affective factors in the learning process in general, except for self-confidence did not significantly correlate with anxiety; the former got the highest mean (48.79) while the latter got the lowest (34.93). Calculating Standard Multiple Regression for the four affective factors, the study concluded giving four arithmetic equations of the predictive relationships among these factors. In the Saudi setting, the current study confirmed that anxiety does not affect learners with high motivation and good attitudes to a great extent. Besides, it does not affect self-confident learners at all.

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