Developing and validating a scale for measuring teachers’ readiness for flipped classrooms in junior high schools

Chou, Chih-Lun; Hung, Min-Ling; Tsai, Chia‐Wen; Chang, Yu-Chih

doi:10.1111/bjet.12895

Cited by 23 publications

(18 citation statements)

References 51 publications

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“…University teachers and students are used to making use of video recordings in their teaching and learning. Previous literature has focused on teachers' readiness for the flipped approach [6,7]. Teachers need to have some technical skills, conceptual knowledge, and pedagogical skills to successfully implement the flipped classroom method.…”

Section: Introductionmentioning

confidence: 99%

University Student Readiness and Its Effect on Intention to Participate in the Flipped Classroom Setting of Hybrid Learning

Wut

Lee

et al. 2022

Education Sciences

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The flipped classroom teaching method has existed for many years. Past research indicates that students could have better self-directed learning skills, more in-depth learning, higher satisfaction, and motivation to study through flipped classroom learning. However, some challenges arise for students and teachers, such as student capability; lack of preparation; low motivation to watch pre-recorded videos; and low interaction. During the pandemic period, students began engaging in online or hybrid learning. Fortunately, instructors are familiar with technology. Our study aims to investigate the flipped classroom learning readiness of university students during the pandemic era, both in face-to-face and online mode. The classes were conducted in a hybrid manner, with two groups of students under the same treatment. The results indicate that the intention to participate in the flipped classroom setting is associated with readiness and perceived control. Such an intention is also the same regardless of learning mode. Perceived behavioral control is a partial mediator between student readiness and intention to participate in flipped classroom.

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Section: Introductionmentioning

confidence: 99%

University Student Readiness and Its Effect on Intention to Participate in the Flipped Classroom Setting of Hybrid Learning

Wut

Lee

et al. 2022

Education Sciences

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“…The best fitted 4 factors of the NSR-FC were comparable with the existing inventory which is being used for measuring student's readiness for blended learning in school level education. Technologyreadiness has been a common subset identified as technology self-efficacy in many other studies [6,18].…”

Section: Discussionmentioning

confidence: 99%

“…The 4 best-fitting factors of the NSR-FC were comparable with existing inventories used to measure students’ readiness for blended learning in school-level education. Technological readiness is a common subset, identified as technology self-efficacy in many other studies [ 6 , 18 ]. Technological readiness denotes an individual’s willingness to leverage novel technologies for carrying out tasks [ 19 ].…”

Section: Discussionmentioning

confidence: 99%

Development and validation of a measurement scale to assess nursing students’ readiness for the flipped classroom in Sri Lanka

Youhasan

Chen

Lyndon

et al. 2020

J Educ Eval Health Prof

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Purpose: It aims to develop and validate a scale to measure nursing students’ readiness to the flipped classroom in Sri Lanka.Methods: A literature review provided the theoretical framework for developing the Nursing Students’ Readiness for Flipped Classroom (NSR-FC) questionnaire. Five content experts evaluated the NSR-FC, and content validity indices were calculated. Cross-sectional surveys among 355 undergraduate nursing students from 3 state Sri Lankan universities were carried out to assess the psychometric properties of the NSR-FC. Principal component analysis (PCA, n = 265), internal consistency (through Cronbach's alpha, n = 265), and confirmatory factor analysis (CFA, n = 90) were done for construction validity and reliability test. Results: There were 37 items included in the NSR-FC for content validation and resulting in an average scale content validity index (S-CVI/AVE) of 0.94. Two items received item level content validity index (I-CVI) less than 0.78. The factor structures of the 35 items were explored through PCA with orthogonal factor rotation culminating in the identification of 5 factors. These factors were classified as technology readiness, environmental readiness, personal readiness, pedagogical readiness, and interpersonal readiness. The NSR-FC also showed an overall acceptable level of internal consistency (Cronbach’s alpha 0.9). The CFA verified a 4-factor model (excluding the interpersonal readiness factor) and 20 items achieved acceptable levels of acceptance (SRMR=0.08, RMSEA=0.08, CFI=0.87 and χ2 /df =1.57). Conclusion: The NSR-FC, as a four-factor model, is an acceptable measurement scale for nursing students’ readiness to the flipped classroom in terms of its construct validity and reliability.

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“…Naicker (2017) investigated teacher readiness to integrate information and communication technologies (ICT) into the teaching and learning process and measured it through three factors: ICT attitude, ICT training and ICT knowledge and school principal's role. Teacher competency and command in the subject matter (Kennedy, 1961); pre-service teachers' exam grades, teaching practice feedback and final exam evaluation (Straková, 2015); and teaching strategies, self-efficacy and institutional support (Chou, Hung, Tsai, & Chang, 2020) have also been used as predictors of teacher readiness in various teaching contexts.…”

Section: Practitioner Pointsmentioning

confidence: 99%

Primary school teachers' readiness in identifying children with dyslexia: A national survey in Sri Lanka

et al. 2021

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Primary school teachers should be able to identify struggling learners who may have dyslexia type learning difficulties, in order to facilitate early intervention. Considering this importance, a nationwide survey was conducted in Sri Lanka with 705 primary school teachers among randomly selected schools in order to investigate teacher readiness to identify learners with dyslexia. Teacher readiness was measured based on three variables (a) teachers' selfreported basic knowledge of dyslexia, (b) their self-reported awareness of local tools and processes used to identify dyslexia and (c) their self-reported attitudes towards engaging in identifying dyslexia. Data were gathered through a structured questionnaire. Logistic regression analyses revealed that the participants had minimal readiness to engage in identifying learners with dyslexia. However, most of them showed positive attitudes towards actively engaging in identifying dyslexia.

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Developing and validating a scale for measuring teachers’ readiness for flipped classrooms in junior high schools

Cited by 23 publications

References 51 publications

University Student Readiness and Its Effect on Intention to Participate in the Flipped Classroom Setting of Hybrid Learning

University Student Readiness and Its Effect on Intention to Participate in the Flipped Classroom Setting of Hybrid Learning

Development and validation of a measurement scale to assess nursing students’ readiness for the flipped classroom in Sri Lanka

Primary school teachers' readiness in identifying children with dyslexia: A national survey in Sri Lanka

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