scholarly journals Effectiveness of Flip Teaching Strategy on Academic Achievement of Student Teachers

2016 ◽  
Vol 3 (4) ◽  
Author(s):  
Himanshu Tripathi
Keyword(s):  
Academic Achievement ◽  
Active Learning ◽  
Student Teachers ◽  
Flipped Classroom ◽  
Course Design ◽  
Teaching Strategy ◽  
Hybrid Course ◽  
Teaching Economics ◽  
Hybrid Course Design ◽  
Experimental Group

The concept of Flipped classroom is based on the concept of active learning, student engagement, hybrid course design and course podcasting. The classroom becomes a workshop where interaction among Educator and students takes place. Since effectively flipping a classroom brings many benefits, it will provide opportunities to B.Ed student teachers to learn at their own pace easily. In this study, B.Ed student teachers from two different teacher training institutes were randomly selected (22 from each having Economics as their optional teaching subject). In an institute, 11 students out of 22 were randomly assigned as the control and rest as the experimental group. So, 22 students were in the control and the experimental group combining both the institutes. The result in this strategy seems to be effective in teaching Economics by student teachers, without any monetary burden in creating active learning environment in the classroom.

scholarly journals Effectiveness of a Hybrid Classroom in the Delivery of Medical Terminology Course Content Relative to a Traditional Classroom Format

2015 ◽  
Vol 15 (5) ◽  
pp. 72-81
Author(s):  
Jeffrey S Martin ◽  
Joan E Kreiger ◽  
Amy L Apicerno
Keyword(s):  
Student Satisfaction ◽  
Quantitative Research ◽  
Flipped Classroom ◽  
Course Design ◽  
Course Delivery ◽  
Medical Terminology ◽  
Hybrid Courses ◽  
Hybrid Course ◽  
Course Content ◽  
Hybrid Course Design

Hybrid courses are emerging as a viable option for content delivery across college campuses. In an attempt to maximize learning outcomes while leveraging resources, one institution used several sections of a Medical Terminology course as a pilot. Traditional and hybrid course delivery were compared utilizing a quantitative research method to evaluate the effectiveness of a hybrid course design in meeting and/or exceeding course objectives, as determined by student satisfaction and perceptions. Both hybrid and traditional class groups agreed that Medical Terminology has potential to be delivered in a hybrid format, but the hybrid group’s agreement was significant stronger (+0.38 points on 5-point scale, P=0.008). Key words: hybrid course, flipped classroom, SOTL, STEM

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>

scholarly journals The effect of a supra-cognitive strategy on achievement and creative thinking in social studies for eleventh grade students in the Sultanate of Oman: أثر استراتيجية فوق المعرفية في التحصيل والتفكير الإبداعي في الدراسات الاجتماعية لدى طالبات الصف الحادي عشر بسلطنة عمان

2020 ◽  
Vol 4 (41) ◽  
Author(s):  
Aisha Omair Mohammed Alwahshi, Asma Abdulrahman
Keyword(s):  
Academic Achievement ◽  
Social Studies ◽  
Creative Thinking ◽  
Teaching Strategy ◽  
Average Score ◽  
Metacognitive Skills ◽  
Sultanate Of Oman ◽  
The Impact ◽  
Experimental Group ◽  
Cognitive Teaching

The study aimed to investigate the impact of the above- cognitive teaching strategy on achievement and creative thinking among students of the eleventh grade in the Sultanate of Oman, and the study used the semi- experimental approach. It was implemented in 55 grade 11 students from Um Attiya School (5- 12). They were divided into two groups: an experimental (27) female student who studied using the post- cognitive teaching strategy and the other control (28) studied by the traditional method. The study experiment was continued for 4 weeks. The results of the study showed that the experimental group obtained a total average of (18.58 out of 20) in academic achievement and (54.34 of 80) in creative thinking; In return for the control's average score of (13.43 out of 20) in academic achievement and (12.86 out of 80) in creative thinking; There were statistically significant differences between the arithmetic averages for the performance of students of the experimental and control groups at the level of significance (0,05) in favor of the experimental group, and the presence of a statistical function in the arithmetic mean of the experimental group in the pre and post exam (achievement, and creative thinking scale) in favor of the post- attributable to the teaching strategy Super cognitive. In the light of the results, the researcher recommended the necessity of including curricula for metacognitive skills and holding training courses for supervisors and teachers in the field of teaching social studies to learn about the above- knowledge teaching strategy in view of its effectiveness in teaching, as the researcher suggested a set of researches in this field.

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 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 Using Integrated Course Design for Flipped Classroom to Promote Active Learning of Lean Six Sigma for Supply Chains

2021 ◽  
Vol 8 (1) ◽  
pp. 36-50
Author(s):  
Huay Ling Tay
Keyword(s):  
Active Learning ◽  
Supply Chains ◽  
Six Sigma ◽  
Flipped Classroom ◽  
Course Design ◽  
Lean Six Sigma ◽  
Learning Activities ◽  
Learning Goals ◽  
Learning Space ◽  
Integrated Course Design

This paper showcases an educational experience for a course titled - “Lean Six Sigma for Supply Chains” taught at university level, where an integrated course design to engage students in a flipped classroom method is used. The course design incorporates a synergy between Fink’s integrated course design model, experiential learning activities and formative assessments. The primary aim is to engage students in active learning of the course content. Therefore, all learning activities are designed according to the course learning goals, curricular and assessment requirements, prior knowledge of the students, and learning modes that are available to the students. These aspects allow educators to determine what is to be discussed in the classroom and how to facilitate active learning in-class and out-of-class. The course also leverages on the online learning space to develop both asynchronous and synchronous learning activities in order to engage student in their learning. To achieve the course learning goals, students are stimulated to participate in these learning activities and self-directed learning, in order to gain discipline specific knowledge and skills. This paper provides practical advice for course designers and programme leaders on how they can adopt an integrated course design approach in designing instructional activities for a flipped classroom setting to enhance student engagement and learning.

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