scholarly journals Does Flipped Learning Promote Positive Emotions in Science Education? A Comparison between Traditional and Flipped Classroom Approaches

2021 ◽  
Vol 18 (6) ◽  
Author(s):  
Malek Jdaitawi
Keyword(s):  
Science Education ◽  
Data Collection ◽  
Flipped Classroom ◽  
Positive Emotions ◽  
Higher Learning ◽  
Flipped Learning ◽  
Quasi Experimental ◽  
Mode Group ◽  
Support Students ◽  
Traditional Counterpart

: Flipped learning has become a popular approach for supporting higher education, but less is known about its link with the learners’ emotions, which are known to play an important role in science education. The main purpose of this study is to analyse the effects of the flipped learning approach on students’ learning emotions. This research utilised a quasi‑experimental design with two data collection time points (pre‑ and post‑study). The sample involved 65 students from the science track in one Saudi university. The participants were distributed into two groups, taught by the traditional and the flipped learning methods respectively. Data collection took place over a period of 4 study weeks. The results show that the flipped mode group had obtained higher learning emotions mean score compared to its traditional counterpart, and they showed improvement in learning emotions mean score over the period of the study. The findings indicate that further study is needed both to validate the current study in a different context , and also to determine how the flipped learning environment can better support students’ interactions and their emotions.

scholarly journals Is it Worth Flipping? The Impact of Flipped Classroom on EFL Students’ Grammar

2020 ◽  
Vol 13 (6) ◽  
pp. 144 ◽  
Author(s):  
Ishaq Salim Al-Naabi
Keyword(s):  
Flipped Classroom ◽  
Positive Impact ◽  
Future Research ◽  
Flipped Learning ◽  
Structured Interviews ◽  
Intact Group ◽  
English Grammar ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact

In light of contemporary pedagogical methods, the flipped classroom has been recognised as an effective pedagogy in English as a Foreign Language (EFL). This study employed a quasi-experimental one-group research design to investigate the impact of flipped learning on Omani EFL learners’ grammar and to examine students’ perceptions on the flipped classroom. An intact group of students (n=28) enrolled at the foundation programme in Arab Open University-Oman was randomly selected. Seven videos on English grammar were developed and shared with the students prior to the class. A varaiety of activities were conducted in the class following task-based language teaching. Students met for 8 lessons over the period of 8 weeks. Pre-test, post-test and semi-structured interviews were used in the study. The findings indicated that flipped learning had a positive impact on students’ understanding and usage of English grammar. Students’ perceptions on the flipped approach were positive. The study also provided pedagogical insights for the flipped classroom and recommendations for future research. 

scholarly journals Improvements from a Flipped Classroom May Simply Be the Fruits of Active Learning

2015 ◽  
Vol 14 (1) ◽  
pp. ar5 ◽  
Author(s):  
Jamie L. Jensen ◽  
Tyler A. Kummer ◽  
Patricia D. d. M. Godoy
Keyword(s):  
Active Learning ◽  
Student Satisfaction ◽  
Learning Style ◽  
Flipped Classroom ◽  
Higher Learning ◽  
Learning Gains ◽  
Quasi Experimental ◽  
E Learning ◽  
And Control

The “flipped classroom” is a learning model in which content attainment is shifted forward to outside of class, then followed by instructor-facilitated concept application activities in class. Current studies on the flipped model are limited. Our goal was to provide quantitative and controlled data about the effectiveness of this model. Using a quasi-experimental design, we compared an active nonflipped classroom with an active flipped classroom, both using the 5-E learning cycle, in an effort to vary only the role of the instructor and control for as many of the other potentially influential variables as possible. Results showed that both low-level and deep conceptual learning were equivalent between the conditions. Attitudinal data revealed equal student satisfaction with the course. Interestingly, both treatments ranked their contact time with the instructor as more influential to their learning than what they did at home. We conclude that the flipped classroom does not result in higher learning gains or better attitudes compared with the nonflipped classroom when both utilize an active-learning, constructivist approach and propose that learning gains in either condition are most likely a result of the active-learning style of instruction rather than the order in which the instructor participated in the learning process.

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.

scholarly journals Flipped learning in an EFL environment: Does the teacher’s experience affect learning outcomes?

2018 ◽  
Vol 26 (1) ◽  
pp. 3 ◽  
Author(s):  
Adrian Leis ◽  
Kenneth Brown
Keyword(s):  
Flipped Classroom ◽  
Learning Approach ◽  
Flipped Learning ◽  
Writing Proficiency ◽  
Japanese University ◽  
Individual Coaching ◽  
Experience Teaching ◽  
Quasi Experimental ◽  
Flipped Classrooms ◽  
Efficient Learning

<p>In this paper, the authors discuss the findings of a quasi-experimental study of the flipped learning approach in an EFL environment. The authors investigated the composition-writing proficiency of two groups of Japanese university students (n = 38). The teacher of one of these groups had had much experience teaching with the flipped learning model, whereas the other teacher had had no experience. The first aim of the study was to discover if improvements in writing proficiency could be observed within each group. The results indicated that statistically significant improvements were seen both for students studying under a teacher with experience conducting flipped classrooms, t(16) = 4.80, p &lt; .001, d = 1.27, and a teacher without flipped classroom experience, t(20) = 7.73, p &lt; .001, d = 1.61. The second aim of the study was to investigate whether any differences in improvement between the two groups occurred. The results suggested that students in both groups improved at similar degrees: F(1, 36) = .087, p = .77. These results suggest that regardless of a teacher’s experience with the flipped learning approach, it appears to be a successful way of teaching in EFL environments. The authors conclude that, regardless of the teacher’s experience with the model, the flipped learning approach is an ideal way to increase the amount of individual coaching possible in the classroom, bringing about more efficient learning.</p>

PENGARUH PENGGUNAAN MEDIA AUDIO DAN MOTIVASI BELAJAR SISWA TERHADAP HASIL BELAJAR BAHASA INDONESIA SISWA KELAS VSDN 001 RUMBAI KOTA PEKANBARU

2016 ◽  
Vol 5 (2) ◽  
pp. 158
Author(s):  
Asmardi '
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Sampling Technique ◽  
Student Learning Outcomes ◽  
Higher Learning ◽  
Motivation To Learn ◽  
Quasi Experimental ◽  
High Motivation ◽  
Audio Media ◽  
Low Motivation

This study aims to reveal the influence of the use of Media Audio and Motivation Learning students to the Indonesian student learning outcomes through four formulation of the problem: (1) whether there is any influence student learning outcomes using audio media than the conventional way students learn?, (2) whether the student that have a high motivation using audio media to obtain higher learning outcomes than students to have high motivation to study by conventional means?, (3) whether students who have low motivation to learn by using audio media to obtain higher learning outcomes than students have low motivation to learn with the conventional way?, and (4) whether there is interaction between the use of audio media and students' motivation towards learning Indonesian? This research is a quasi experimental by treatment block. This research was conducted at SDN 001 Rumbai Pekanbaru semester odd years 2010/2011. Samples were taken with Porposive random sampling technique. Data were collected through the initial test and final test. Data were analyzed using t test and analysis of variance.The results of data analysis showed that: Students who studied on the basis of audio media to obtain higher learning outcomes than students who learn by conventional means. Students who have high motivation to learn with audio media to obtain higher learning outcomes than students who have high motivation to study by conventional means. Students who have low motivation to learn based on audio media to obtain higher learning outcomes than students who have low motivation to study by conventional means. There was no interaction between the audio media and students' motivation. It can be concluded that the audio media significantly influence student learning outcomes.

The Effect of Using Flipped Classroom Model to Improve Iraqi EFL Learners’ Pronunciation in English at University Level

2020 ◽  
Vol 1 (40) ◽  
pp. 631-654
Author(s):  
Khaldoon Waleed Husam Al-Mofti
Keyword(s):  
Language Learning ◽  
Flipped Classroom ◽  
Efl Learners ◽  
English Pronunciation ◽  
Before And After ◽  
Quasi Experimental ◽  
University Level ◽  
The University ◽  
And Control ◽  
Experimental Group

For Iraqi EFL learners who are studying English pronunciation in a traditional instruction method often requires more effort and hard work. Thus, using new methods of teaching such as the flipped classroom model (FCM) is necessary to facilitate learning and improve performance. Hence, this study reports on explanatory research that investigates the effect of using the FCM in the teaching of English pronunciation for Iraqi EFL learners at the university level. The study implemented mixed research methods for data collection in a quasi-experimental analysis. Therefore, two tests were conducted on the assigned groups to measure the effect of the FCM before and after the intervention. Besides, a questionnaire and interviews were used on the experiment group students to collect data about their perceptions of the FCM. The study length (lasted)  was 15 weeks and is comprised of 60 students from the department of English, College of Arts at the University of Anbar. The students were divided into two groups, experimental, and control with 30 students in each group. The findings revealed that there was a significant statistical difference between the two groups in favour of the experimental group with better performance, indicating that the FCM has considerably assisted the Iraqi EFL learners to improve their English pronunciation. Moreover, the students expressed their positive feedback and satisfaction on the use of the FCM in their responses to the questionnaire and the interviews. As such, the current study recommends further research to study the effect of applying the FCM in areas and disciplines other than language learning.

Pengaruh Konsumsi Cookies Kerang Dara (Anadara Granosa) terhadap Perubahan Kadar Haemoglobin Wanita Usia Subur

2020 ◽  
Vol 7 (2) ◽  
pp. 169-179 ◽  
Author(s):  
Vera Iriani Abdullah ◽  
C.H Haumahu
Keyword(s):  
Data Collection ◽  
Perinatal Death ◽  
Design Method ◽  
Statistical Tests ◽  
Total Sample ◽  
Control Group ◽  
Childbearing Age ◽  
Control Group Design ◽  
Quasi Experimental ◽  
Anadara Granosa

In the world, around 1.62 billion people have low HB levels, around 30.2% occur in the group of women aged 15-49. In Indonesia, anemia cases rank 4th in the top 10 most disease groups. Prolonged iron deficiency can cause anemia, so it needs to be treated immediately so it doesn’t continue into pregnancy age which can cause complications until maternal and perinatal death. Papua has an abundance of marine wealth; one of those is Kerang Dara. Through this study, researchers wanted to explore the health benefits of nature. The aim is to see the effect of Consumption of Kerang Dara Cookies (Anadara Granosa) on Changes of Hemoglobin Levels of in Woman of Childbearing Age as an Effort to Prevent Anemia in District Aimas, Klaigit Village. Type of this research is quasi-experimental by pretest-posttest control group design method. The population of all the women of Childbearing who live in Klaigit Village, with a total sample of 14 people divided into 2 groups: control and intervention. Data collection techniques using random sampling. The time of data collection occurred for 2 weeks, starting from September 20th to October 4th. The results based on statistical tests using T-Test, then the value 884 is greater than the value of the table 0.05, then the conclusion is there is an Effect of Consumption Kerang Dara Cookies (Anadara Granosa) Towards the Increased of Woman of Childbearing Hemoglobin Levels in Klaigit Village in District Aimas in 2019.

Flipped Classroom in Higher Education: Evaluation of the Process in the Framework of Community of Inquiry

2021 ◽  
pp. 004723952110316
Author(s):  
Mustafa Serkan Günbatar
Keyword(s):  
Preservice Teachers ◽  
Data Collection ◽  
Quantitative Data ◽  
Flipped Classroom ◽  
Qualitative Data ◽  
Community Of Inquiry ◽  
Teaching Presence ◽  
Data Collection Tool ◽  
Spring Semester ◽  
Very High

The purpose of this research was to determine the effectiveness of the instruction process using the flipped classroom (FC) model within the scope of Computer Networks and Communication course. Theoretically, the community of inquiry model was taken as a reference and the effectiveness of the instruction process was evaluated accordingly. Students were preservice teachers studying Computer Education and Information Technology in the third grade in the Van region in Turkey. There were a total of 19 students, of which 12 are male and seven are female. FC process was carried out in the spring semester of 2018–2019 and lasted 11 weeks in total. A mixed-method design was used to gathering the data. Therefore, the research design was an explanatory design from mixed-methods designs. The quantitative data collection tool was the Turkish version of the Community of Inquiry Survey. The quantitative data were analyzed by dividing the students into very low, low, high, and very high levels. The qualitative data collection tool was the interview form created concerning the community of inquiry model. The qualitative data were analyzed by the use of the community of inquiry coding template's themes. At the end of the instruction process, students had a very high level of cognitive, social, and teaching presence perception. This situation was detailed and supported with the qualitative data obtained. Concerning the cognitive presence, the students firstly talked about that they started the learning process with videos. Regarding the social presence, they mentioned the motivating effect of the questions. About the teaching presence, participants firstly mentioned the direct instruction role of the videos.

scholarly journals Enhancing the Intention to Preview Learning Materials and Participate in Class in the Flipped Classroom Context through the Use of Handouts and Incentivisation with Virtual Currency

2021 ◽  
Vol 13 (6) ◽  
pp. 3276
Author(s):  
Yi-Hsing Chang ◽  
Jin-Yu Lin ◽  
You-Te Lu
Keyword(s):  
Flipped Classroom ◽  
Higher Learning ◽  
Control Group ◽  
Learning Effectiveness ◽  
Classroom Context ◽  
Learning Materials ◽  
Virtual Currency ◽  
Class Participation ◽  
Conventional Teaching ◽  
And Control

The flipped classroom approach is an emerging instructional approach that integrates digital technology. This approach has been applied in several fields, and it has demonstrated considerably higher learning effectiveness than conventional teaching modes. Common problems in its implementation that directly or indirectly affect learning effectiveness include students’ low intention to preview learning materials and low class participation. To overcome these problems, the present study sought to increase students’ intention to preview learning materials and participate in class through the implementation of educational activities integrated with an incentivisation system using a virtual currency and the provision of handouts. Students in two programming classes in the information management department of the participating university were divided into the experimental and control groups. The intention to preview learning materials, levels of class participation, and learning effectiveness were all significantly higher in the experimental group than in the control group.

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