scholarly journals Flipped Classroom Instruction as a Teaching Tool for Meaningful Learning of the core Subjects in Junior High School: Basis for Instructional Development Plan

2021 ◽  
Vol 2 (3) ◽  
pp. 97-104
Author(s):  
Renz Jervy Book
Keyword(s):  
Instructional Development ◽  
Teaching Methods ◽  
Flipped Classroom ◽  
Classroom Instruction ◽  
Junior High ◽  
Meaningful Learning ◽  
Conventional Instruction ◽  
The Core ◽  
Core Subjects ◽  
Post Test

This study aimed to determine the effects of two teaching methods namely, flipped classroom instruction and conventional instruction in teaching the least mastered competencies in the core subjects among Grade 8 students in one of the Junior High Schools in Zamboanga City who were purposively selected. A Quasi-Experimental Research using the non-randomized pre-test - post-test control group design and qualitative approach explored the effectiveness of the two teaching methods. The findings indicated that students in flipped classroom instruction and conventional instruction obtained higher scores in the post-test than the pre-test results in the core subjects. But, flipped classroom students got slightly higher mean scores as compared to those students who have been taught in the conventional instruction. However, statistically, no significant difference was found between the two methods in learning the least mastered competencies in Science, Mathematics and English. Further, results revealed that the students who were exposed to flipped classroom instruction and the conventional instruction improved in their level of knowledge in mastering the least learned concepts in the core subjects. The problems encountered in the flipped classroom model, however, were identified based on the interview conducted. It was found out that teachers were unfamiliar with the flipped classroom model and lack of time and resources hindered them to utilize the approach in their classes. Students were also challenged particularly on the availability of resources like gadgets and internet connection that resulted to disengagement of the students to watch the flipped videos at home. This study revealed that whatever method or approach used in teaching least mastered competencies would be considered effective in achieving life-long and meaningful learning. An instructional development program was developed to capacitate and elevate the performance of teachers in the implementation of the flipped classroom instruction to improve students’ performance.

scholarly journals The Impact of Flipped Classroom Instruction on Iranian Upper-Intermediate EFL Learners' Writing Skill

2019 ◽  
pp. 164-172 ◽  
Author(s):  
Parisa Abedi ◽  
Ehsan Namaziandost ◽  
Samira Akbari
Keyword(s):  
Flipped Classroom ◽  
Classroom Instruction ◽  
Placement Test ◽  
Control Group ◽  
Efl Learners ◽  
Significant Difference ◽  
Writing Skill ◽  
Post Test ◽  
The Impact ◽  
Experimental Group

This study attempted to examine the effects of flipped classroom instruction on Iranian EFL learners’ writing skill. To fulfill the objective of the study, 48 Iranian upper-intermediate participants were selected through administrating the Oxford Quick Placement Test (OQPT). Then, they were divided into two groups; one experimental group and one control group. Then, both groups were pretested by a writing test. After that, the researcher put the participants of the experimental group in a flipped classroom. The flipped classroom was equipped with Internet, computer and projector and participants in this classroom were allowed to bring their Smartphones to the classroom and use them during learning. The control group was exposed to traditional instruction in the class. This procedure continued till the last session. The results of independent samples t-test and one-way ANCOCA revealed that the experimental group outperformed the control group on the post-test. In addition, the results showed that there was a significant difference between the performances of the experimental group and the control group on the post-test.

scholarly journals The Effect of Flipped Classroom Instruction on Appropriacy of English Apology by Thai EFL Learners

2018 ◽  
Vol 2 ◽  
pp. 13
Author(s):  
Pornthep Katchamat
Keyword(s):  
Flipped Classroom ◽  
Classroom Instruction ◽  
Pragmatic Competence ◽  
Pragmatic Development ◽  
Efl Learners ◽  
Research Article ◽  
Frequency Of Use ◽  
English Major ◽  
Post Test ◽  
Completion Test

Pragmatic competence plays a crucial role in EFL learners’ communicative competence. In order to communicate successfully and appropriately, the effective potential of using pragmatic competence cannot be disregarded. A number of studies have aimed to investigate its production, but how EFL learners acquire and use those production appropriately has not been fully explored. To fulfill this gap, this research article attempted to investigate the effect of the flipped classroom on pragmatic development focused on apology strategies. The participants were 22 English-major students in their third and fourth year of study. The study made use of an experimental design in which the participants were homogenized and taught by the flipped classroom instruction. The data collection was done by using a Discourse Completion Test (DCT) as pre-test and post-test. The findings revealed that the frequency of use in some categories of apology speech act set significantly differed between the two groups, but the overall number of frequency was not significantly different. In addition, the result from the paired sample t-test of the pre-test and post-test showed that the learners who were taught by the flipped classroom instruction used English apology more appropriate and accurate than the pre-test.

THE FLIPPED CLASSROOM AS AN INSTRUCTIONAL MODEL

2021 ◽  
Vol 10 (1) ◽  
pp. 56-67
Author(s):  
SANDA VEREŞ ◽  
ADRIAN-DANIEL MUNTEAN
Keyword(s):  
Teaching Methods ◽  
Flipped Classroom ◽  
Learning Processes ◽  
High Time ◽  
Instructional Model ◽  
International Context ◽  
Learning Framework ◽  
Advantages And Disadvantages ◽  
Innovative Learning ◽  
Teaching Paradigm

The current national and international context has determined teachers to evaluate teaching methods and utilise active student involvement strategies in the classroom during learning processes. This article presents the Flipped Classroom instructional model, analyses its application, and proposes stages to follow in order to create a successful flipped classroom. Even though the flipped classroom instructional model is not utilised in Romania, the authors aim to attract attention to it, presenting its advantages and disadvantages. A change is due in the current teaching paradigm and it is high time to promote an innovative learning framework using the flipped classroom instructional model.

scholarly journals ASSESSMENT FORM - NEW IMPROVEMENT OF ACTIONS: CONCENTRATION AND RESEARCH AREAS / CURRICULUM STRUCTURE / FUNDRAISING

2015 ◽  
Vol 42 (suppl 1) ◽  
pp. 14-16
Author(s):  
Iracema MP Calderon
Keyword(s):  
Evaluation Criteria ◽  
Basic Structure ◽  
Research Projects ◽  
Current Analysis ◽  
Evaluation Report ◽  
The Core ◽  
Research Areas ◽  
Curriculum Structure ◽  
Core Subjects ◽  
Curricular Structure

Objective: This review aims to develop a critical and current analysis of the basic structure of a Postgraduate program for proposing improvement actions and new evaluation criteria. Method: To examine the items that are areas of concentration (AC), research lines (LP), research projects (PP), curricular structure and fundraising were consulted the Area Document, the 2013 Evaluation Report and the Assessment Sheets of Medicine III programs, evaluated in the 2010-2012 period. Results: Consistency is recommended especially among AC, LP and PP, with genuine link between activities and permanent teachers skills and based on structured curriculum in the education of the student. The Program Proposal interfere, and much, in qualifying a program. The curriculum should provide subsidy to the formation of the researcher, through the core subjects, and development of PP, being the concept of disciplines to support lines and research projects. Fundraise should be set out in research projects and in the CV-Lattes. The area recommended that at least 40-50% of permanent teachers present fundraising and the minimum 20-25% of these teachers to have productivity scholarship PQ / CNPq during the triennium. Conclusion: It is necessary to promote wide discussion and find a consensus denominator for these issues. The actions should contribute to the improvement of evaluation forms and certainly for the qualification of the programs but graduate.

scholarly journals Quality-Improving Strategies of College English Teaching Based on Microlesson and Flipped Classroom

2017 ◽  
Vol 10 (5) ◽  
pp. 243 ◽  
Author(s):  
Fan Zhang
Keyword(s):  
Teaching Methods ◽  
Evaluation System ◽  
Flipped Classroom ◽  
Information Technologies ◽  
College English ◽  
English Teaching ◽  
Classroom Time ◽  
Educational Information

Microlesson and flipped classroom, which incorporate the educational information technologies, are a new trend of college English teaching. Exploration on how the flipped classroom and microlesson promote innovation and application of educational information technology are of great significance. According to a survey among teachers, strategies that can improve the quality of college English teaching may include: strengthening teacher training; reforming the previous teaching evaluation system; managing the pre-class and classroom time; correctly understanding the role of modern education technology in college English teaching; paying attention to convergence between teaching materials and teaching software; implementing a variety of teaching methods, and strengthening the interaction inside and outside of the classroom.

scholarly journals CO2-brine injectivity tests in high co2 content carbonate field, sarawak basin, offshore east Malaysia

2019 ◽  
Vol 89 ◽  
pp. 04005 ◽  
Author(s):  
A Giwelli ◽  
MZ Kashim ◽  
MB Clennell ◽  
L Esteban ◽  
R Noble ◽  
...  
Keyword(s):  
Packed Column ◽  
Core Sample ◽  
Chemical Analyses ◽  
Core Flooding ◽  
Flow Rates ◽  
X Ray ◽  
The Core ◽  
Reservoir Conditions ◽  
Post Test ◽  
Porosity And Permeability

We conducted relatively long duration core-flooding tests on three representative core samples under reservoir conditions to quantify the potential impact of flow rates on fines production/permeability change. Supercritical CO2 was injected cyclically with incremental increases in flow rate (2─14 ml/min) with live brine until a total of 7 cycles were completed. To avoid unwanted fluid-rock reaction when live brine was injected into the sample, and to mimic the in-situ geochemical conditions of the reservoir, a packed column was installed on the inflow accumulator line to pre-equilibrate the fluid before entering the core sample. The change in the gas porosity and permeability of the tested plug samples due to different mechanisms (dissolution and/or precipitation) that may occur during scCO2/live brine injection was investigated. Nuclear magnetic resonance (NMR) T2 determination, X-ray CT scans and chemical analyses of the produced brine were also conducted. Results of pre- and post-test analyses (poroperm, NMR, X-ray CT) showed no clear evidence of formation damage even after long testing cycles and only minor or no dissolution (after large injected pore volumes (PVs) ~ 200). The critical flow rates (if there is one) were higher than the maximum rates applied. Chemical analyses of the core effluent showed that the rock samples for which a pre-column was installed do not experience carbonate dissolution.

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