Comparison Study of Student’s Learning Achievement between the Flip Classroom with and without Group Management

Abstract

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.

Flipped Learning in Education: A Content Analysis

“…The 362 FCM based studies involved different methodologies the analysis of which explored that the documents distributed on FLM in education, within the range of ten years (2011)(2012)(2013)(2014)(2015)(2016)(2017)(2018)(2019)(2020), mostly employed mixed-methods research design (f=178, %=49.17), followed by a quantitative research design (f=121, %=33.43). The analysis of research design revealed that multiple tools were utilized to collect in-depth information revealing the effectiveness of the FCM (e.g., Bouwmeester et al, 2019;Burns et al, 2019;Finkenberg & Trefzger, 2019;Halasa et al, 2019;Jitjumnong & Suksakulchai, 2019;Parra-Gonzalez et al, 2020;Wang & Zhu, 2019;Yang et al, 2019;Zamora-Polo et al, 2019). The tools utilized in gathering the required data were mainly surveys, questionnaires, observations, interviews and field notes.…”

Improvement of English Classroom Teaching Effect Based on Real-Time Supervision of Student Status

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Model Pembelajaran Kelas Terbalik Berbasis Literasi Digital: Studi Pengembangan untuk Pembelajaran Menulis Teks Anekdot

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