scholarly journals Peer Instruction in a Flipped Learning Environment: Investigating ESL Students’ Critical Thinking Performance in Argumentative Essay Writing

2021 ◽  
Vol 4 (2) ◽  
pp. 51-70
Author(s):  
Amreet Kaur Jageer Singh ◽  
Raja Nor Safinas Raja Harun
Keyword(s):  
Critical Thinking ◽  
Learning Environment ◽  
Group Work ◽  
Teaching Method ◽  
Peer Instruction ◽  
Control Group ◽  
Flipped Learning ◽  
Esl Students ◽  
Essay Writing ◽  
Pair Work

Research shows that peer instruction and flipped learning help ESL/EFL students compensate for their shortcomings in their language, support the language learning process, and facilitate social interactions and collaboration between teachers and students in the class. Despite this, there has been little research into whether upper-intermediate ESL students can benefit from the use of peer instruction in a flipped learning environment in enhancing critical thinking performance in argumentative essay writing. This current study tests this hypothesis. A total of 120 English Proficiency 4 (EP4) students from a teacher education university in Malaysia were equally divided into two experimental groups (pair work and group work) and a control group (conventional teaching method). The experimental groups’ activities included a focus on different modes of peer instruction (pair work/group work) and flipped learning, while the control group’s did not. Two research instruments were employed in this study: pre- and post-tests and a holistic scoring rubric. The critical thinking aspect was adapted from Stapleton and Wu (2015) and Toulmin’s model of argumentation (2003). Descriptive and inferential statistics, namely, one-way analysis of variance (ANOVA) was computed using IBM SPSS Statistics 26. Overall, compared to the control group, both experimental groups (pair work and group work) performed better in mean scores for critical thinking in the posttest. The result of the study suggests that the use of peer instruction in a flipped learning environment can be an alternative teaching method to enhance the students’ critical thinking in argumentative essay writing and offer implications for ESL students, language instructors, and researchers.

scholarly journals PEER INSTRUCTION IN A FLIPPED LEARNING ENVIRONMENT: EXAMINING ESL STUDENTS’ PARTICIPATION IN WRITING ARGUMENTATIVE ESSAYS

2021 ◽  
Vol 8 (1) ◽  
pp. 69-96
Author(s):  
Amreet Kaur Jageer Singh ◽  
Raja Nor Safinas Raja Harun
Keyword(s):  
Learning Environment ◽  
Lesson Study ◽  
Teaching And Learning ◽  
Student Assessment ◽  
Education Institution ◽  
Peer Instruction ◽  
Flipped Learning ◽  
Esl Students ◽  
Teacher Education Institution ◽  
Argumentative Essays

Over the years, peer instruction and flipped learning approach has indicated its usefulness in teaching and learning. However, studies on how peer instruction in a flipped learning environment encourage active student participation in writing remain limited in Malaysia. Therefore, this study examines ESL students’ participation during peer instruction in the flipped learning environment when composing argumentative essays. A total of 120 upper intermediate students undergoing an English proficiency course at a teacher education institution in Malaysia participated in this study. Qualitative data were gathered from student assessment forms (pair work and group work), lesson study logs, EdPuzzle video quizzes, and samples of student worksheets. Descriptive interpretations and thematic analysis were used to analyse textual data. The findings revealed that ESL students participated in this study by engaging themselves in interactions during in-class writing activities, contributing knowledge to others, getting prepared with the essential concepts and content before class, focusing on the task, and assessing the quality of argumentative writing. The findings implicate that teachers should consider the use of peer instruction in a flipped learning environment for students to engage actively in the teaching and learning of argumentative essay writing.

scholarly journals Effectiveness of Gamification in Flipped Learning

SAGE Open ◽  
2020 ◽  
Vol 10 (4) ◽  
pp. 215824402097983
Author(s):  
Abdullah Yasin Gündüz ◽  
Buket Akkoyunlu
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Qualitative Data ◽  
Control Group ◽  
Online Learning Environment ◽  
Learning Approach ◽  
Interaction Data ◽  
Flipped Learning ◽  
Online Environment ◽  
Experimental Group

The success of the flipped learning approach is directly related to the preparation process through the online learning environment. It is clear that the desired level of academic achievement cannot be reached if the students come to class without completing their assignments. In this study, we investigated the effect of the use of gamification in the online environment of flipped learning to determine whether it will increase interaction data, participation, and achievement. We used a mixed-methods sequential explanatory design, which implies collecting and analyzing quantitative and then qualitative data. In the online learning environment of the experimental group, we used the gamification. However, participants in the control group could not access the game components. According to the findings, the experimental group had higher scores in terms of interaction data, participation, and achievement compared with the control group. Students with low participation can be encouraged to do online activities with gamification techniques.

Comparison of the effectiveness of collaborative groups and peer instruction in a large introductory physics course for science majors

2010 ◽  
Vol 88 (5) ◽  
pp. 325-332 ◽  
Author(s):  
Calvin S. Kalman ◽  
Marina Milner-Bolotin ◽  
Tetyana Antimirova
Keyword(s):  
Teaching Method ◽  
Introductory Physics ◽  
Collaborative Group ◽  
Peer Instruction ◽  
Control Group ◽  
Collaborative Groups ◽  
Post Test ◽  
Physics Course ◽  
First Time ◽  
Conflict Strategy

We report on an experiment comparing examinations of concepts using slightly modified peer instruction (MPI) interventions with a conceptual conflict strategy based on collaborative groups (CG). Four interventions were utilized in two sections of an introductory physics course for science students. Both instructors and strategies were alternated in the two classes so that instructor dependence could be factored out and so that each class could serve as both an experimental and a control group. The gain on the Force Concept Inventory (FCI) used as a pre- and post-test is essentially the same in both classes. The instructors were experienced in use of MPI, but this was the first time that these instructors had used a collaborative group activity in their classes and only used it for the two interventions in each class described in this paper. CG appears to be more effective as a teaching method than PI. It also should be noted that the effectiveness of both teaching methods seems to be instructor independent as long as the instructors followed the same protocol.

Effects of metacognitive guidance on critical thinking disposition

2015 ◽  
Vol 5 (2) ◽  
pp. 133-148 ◽  
Author(s):  
Halil İbrahim Akyüz ◽  
Serap Samsa Yetik ◽  
Hafize Keser
Keyword(s):  
Preservice Teachers ◽  
Online Learning ◽  
Critical Thinking ◽  
Learning Environment ◽  
Average Score ◽  
Control Group ◽  
Online Learning Environment ◽  
Critical Thinking Disposition ◽  
Thinking Disposition ◽  
Metacognitive Guidance

The present study investigated the effect of metacognitive guidance in an online learning environment on the students' critical thinking competency. The research was carried out using experimental design with pretest-posttest control groups. The research group of the study consisted of 60 students studying at Computer and Educational Teaching Department of Educational Sciences Faculty at Ankara University during the fall semester of 2011-2012. The 51 point California Critical Thinking Disposition Inventory was used to collect pretest-posttest data. In terms of total score of critical thinking tendency, the average score of the group that received critical guidance was found to be higher than the score of the control group. The metacognitive guidance offered to the students in the online learning environment has affected their critical thinking tendency in a positive way. Findings indicate that metacognitive guidance in online learning environments can be an effective tool in developing critical thinking among preservice teachers.

scholarly journals The Effects of Applying the Problem-Based Learning (PBL) Theory on the 11th Grade Scientific Stream Students’ Acquisition of the Concepts of Physics and the Development of Their Critical Thinking Skills

2021 ◽  
Vol 17 (3) ◽  
pp. 60
Author(s):  
Sami Salameh Almasarweh ◽  
Mohammad Khudairat
Keyword(s):  
Critical Thinking ◽  
Teaching Method ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Traditional Teaching ◽  
Study Results ◽  
Independent Variable ◽  
11Th Grade

The current study explores the effects of applying the Problem-Based Learning (PBL) Strategy on the 11th-grade scientific stream Jordanian students' acquisition of the concepts of developing their critical thinking skills. This study's significance lies in its emphasis on the worldwide growing tendency to apply PBL teaching strategies that consider developing the students' mental capabilities and creative thinking skills and, consequently, help them solve status-de- facto educational problems face and solve problems in their lives. The researchers used the experimental method in their study, which is based on studying the relationship between the independent and the dependent variables. For this reason, three study student groups, equal in their age, intelligence, academic achievement, social and economic standing, were selected. Two experimental groups were exposed to the independent variable (PBL) method, whereas the third control group was not exposed to the independent variable. Instead, it was taught in the Motion Unit in Physics by using the traditional teaching method. The results of the study were analyzed statistically, applying for the SPSS program. The Arithmetic Mean, the Standard Deviation, the Torsional Modulus, and the T-Test were used for the study analysis. The study results revealed that the two (PBL) experimental groups have proved to be much more superior to the control group's third traditional teaching method.

scholarly journals Effects of Jigsaw Strategy into Flipped Learning on EFL Pre-serviced Kindergarten Teachers‟ English Attitude and Motivation with Online-Based Classroom

2021 ◽  
Vol 11 (11) ◽  
pp. 510-516
Author(s):  
Hyelin Jeong ◽  
Keyword(s):  
English Learners ◽  
Teaching Method ◽  
Kindergarten Teachers ◽  
Control Group ◽  
Flipped Learning ◽  
Face To Face ◽  
Educational Methods ◽  
The Face ◽  
Attitude And Motivation ◽  
Experimental Group

This research applied a jigsaw strategy in flipped learning to improve English attitude and motivation of EFL pre-kindergarten teachers. For this purpose, online-based flipped learning was planned and executed by dividing 48 pre-serviced kindergarten teachers into an experimental group (n=25) and a control group (n=23). In particular, the jigsaw strategy was applied by differentiating the discussion method between the experimental group and the control group, and various topics for 'English in Early Childhood' lecture were provided for about 10 weeks. As a result, the English attitude and motivation post-scores of the experimental group were improved, and there were significant differences between the experimental group and the control group. Accordingly, this research verified the effectiveness of the teaching method to encourage learners' participation in the distance learning environments caused by COVID-19 pandemic. At the same time, this research also significant in that it has prepared new alternatives to EFL English learners that rely on the face-to-face educational methods.

scholarly journals Pair-Work Teaching Method and Its Outcome

2019 ◽  
Vol 8 (2S6) ◽  
pp. 326-329
Keyword(s):  
Teaching Method ◽  
Control Group ◽  
Learning Effects ◽  
Medical Terminology ◽  
Positive Effects ◽  
Learning Attitude ◽  
Learning Attitudes ◽  
The Subject ◽  
Pair Work ◽  
Positive Effect

The Pair-work teaching method was applied to college students attending nursing departments and was conducted to assess its effectiveness after applying the Pair-work teaching method to the subject of medical terminology that is taught as a basic subject of their majors. The application effect of the Pair-work teaching method was compared with and analyzed whether there was a difference in learning attitude, interest, learning effect, etc. between the experimental group applying the Pair-work and the non-applicable control group. It is analyzed using the SPSS/WIN 18.0 program. Learning attitudes and interests increased only in the experiment group that applied the pair-work. Learning effects were also found to differ from non-pair-work comparators, which were statistically different. This showed that learning medical terms using a pair-work has a positive effect on the learning attitude, interest and learning effects of the target students.Since there have been positive effects in the experiment group that applied the pair-work, it is necessary to study it repeatedly whether teaching methods using the pair-work are developed and applied in other subjects to improve learning outcome..

scholarly journals The Efficiency of Online Learning Environment for Implementing Project-Based Learning: Students' Perceptions

2020 ◽  
Vol 9 (5) ◽  
pp. 76
Author(s):  
Atef Mohammad Abuhmaid
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Project Based Learning ◽  
Control Group ◽  
Online Learning Environment ◽  
Positive Attitudes ◽  
Strongly Agree ◽  
The Impact

Project-based learning is gaining increasing popularity supported by research studies regarding its effectiveness for teaching and learning. In addition, the widespread of digital technologies and sudden disruptions to traditional in-person teaching have accelerated the adoption of online learning. The current study examined students' perceptions of the impact of online learning environment on project-based teaching method. Most universities worldwide have considered online learning encouraging their faculty to use online learning tools, and Hashemite University in Jordan is no exeption. 154 students studying Computers in Education course were selected during the first semester of the academic year 2019/2020 and were devided into two groups. The experimental group consisted of 75 students who studied the course online and 79 students in the control group who studied the course in a face-to-face mode. For the purpose of gathering data, a questionnaire was developed which consisted of 17 items and students' answers were on a four-point Likert scale: 4= strongly agree, 3= agree, 2= disagree, and 1= strongly disagree. Means, standard deviations, and One-Way ANOVA were used to analyze the data. The results of the study showed positive attitudes among students (both online and in-class) toward project-based learning. In addition, the results showed that in-class students had a stronger views of project based-learning than online learning students.

scholarly journals Using Flipped Classroom Technique on Online Teaching Platform during COVID-19

2021 ◽  
Vol 58 (1) ◽  
pp. 5422-5430
Author(s):  
Christ Helan I, Dr. K. Anbazhagan
Keyword(s):  
Classroom Environment ◽  
Online Teaching ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Poor Quality ◽  
Control Group ◽  
Flipped Learning ◽  
Quasi Experimental ◽  
Teaching Learning ◽  
The Impact

Owing to the spread of COVID-19, in order to maintain teaching learning during this disruption, the educational system is shifted to online teaching. This article is aimed to analyse the recent trends and the need for revision in the material. The impact of flipped teaching method on students and challenges were analysed in this research to investigate the pre-existing studies, technological tools and the online platform. The quasi-experimental method is used to analyse the implication of FL technique. The students of Engineering and Technology were selected as samples. On the whole 128 students from two sections have used the teaching of Flipped learning approach for the experimental group and 67 students from one section have been using traditional lectures for the control group. In the students’ perceptions, flipped learning is included with questionnaires of open-ended and close-ended. The results have shown flipped learning has better performance. They have become conscious of a unique set of affordances and restrictions; they have shown more attention to flipped learning. It is  found  that different departments were using the FL approach and online technological sources have been used for online practice. The flipped classroom has brought positive results on students’ learning activities like achievements, interactions, motivations, and so on. Poor quality of video and untrained lecturer has been addressed as a great challenge in inculcating the flipped classroom environment.

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