Abstract-Lecturers in universities normally use lectures as a primary teaching method. This teaching style has one drawback; it cannot respond to individual differences. A flipped classroom, on other hand, is an instructional strategy that allows students with different learning styles to learn together. It gives students a chance to study class materials, e.g., online lessons, videos and other appropriate media, as their suitable times and places in advance before the class. Then the students come in the class to do activities provided by lecturers to practice higher skills. However, in this method, students must take more responsibility for themselves, both in and outside the classroom, and therefore some students may not be able to complete the in-class activities on time. Therefore, in this research, a group management technique was applied with the flipped classroom method. The technique was divided students into a small group of 3 people in which students with the highest GPA in the class acting as tutors and mentors for the groups they belong to. The objective of this research was to compare the learning achievements between the flipped classrooms with and without group management applied. The sample group used in this research was 24 second-year undergraduate students in the Department of Electrical Education, Faculty of Industrial Education and Technology, King Mongkut's University of Technology Thonburi who enrolled in ECE 101 Digital Circuit Design class in the academic year 2018. The comparison result showed that the learning achievements of the students in the flipped classroom with the gro SD = 2.60) with statistically significance at 0.01 levels.
The objectives of the research were to study the effects of feedbacks on achievement of vocational students who learned "Circuit Analysis by Mesh Current Method." Students received the feedback as they learned the modules on web-based. Then, to study students' satisfaction on learning the modules. The treatment variable was four types of feedback. The sample was 68 first year students in vocational collage. They were divided into four groups. Six modules of learning, questionnaire and test were developed. The modules were commented by experts for quality. The test was trial with 20 students. The reliability was KR 20 = .97. Each group received learning module on web together with one type of feedback. The data was collected and analyzed by two ways analysis of variance (Two ways ANOVA). It was found that the score of each group on post-test increased more than pretest significantly. Group 1 who received feedback as explanation before test and private displayed gain the highest score. Group 4 who received the explanation after test and public displayed received the least gain score. Feedback on difference time showed effect on their score significantly but method of display the result showed no effects significantly.
The purpose of this study was to determine if there were achievement gains in large classes with lectures alone versus with lectures and mentored groups. To measure achievement, mid-term to final-grade gains were compared between two sections (n=82 and n=99) of a undergraduate course in Digital Circuit Design that had lectures alone versus three sections (n=131, n=104, n=115) of the course that had lectures as well as mentored groups. In addition, the study surveyed students in one section in order to identify students' (n=115) satisfaction with the groups and mentors' (n=19) satisfaction with mentoring. Quantitative analysis using SPSS involved t-tests to identify significant differences. Results revealed statistically significant higher achievement for the three classes with lectures plus mentored groups versus the classes with lecture alone. Regarding satisfaction, 85% of students reported that they learned better in mentored groups. All mentors reported learning more as a mentor.
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