Effect of flipped classroom model on academic achievement, academic satisfaction and general belongingness

Polat, Hakan; Karabatak, Songül

doi:10.1007/s10984-021-09355-0

Cited by 40 publications

(36 citation statements)

References 59 publications

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“…Although there is a dearth of literature regarding the FC approach in Textile Weaving processes, studies in other fields support our findings. Regarding learning achievement, the finding is in line with recent studies on flipped classroom approach [13][14][15][16][17][18][19][20][21]25]. While students' experiences in our study were generally positive, not all students thought the FC approach positively impacted learning, position which is supported in other research studies as well [37,38].…”

Section: Synthesis Conclusion Limitations and Recommendationssupporting

confidence: 91%

“…While students' experiences in our study were generally positive, not all students thought the FC approach positively impacted learning, position which is supported in other research studies as well [37,38]. Thus, additional investigation is required to clarify this scenario by considering the numerous factors influencing students' learning achievement when using the FC approach [15].…”

Section: Synthesis Conclusion Limitations and Recommendationssupporting

confidence: 74%

“…The flipped classroom is a "pedagogical approach in which direct instruction is moved from the group to the individual learning space, and the resulting group space is changed into dynamic, interactive learning conditions in which the teacher guides students as they apply ideas and interact creatively with the subject matter" [12]. The flipped classroom approach is currently quite a popular pedagogical paradigm, and it has appeared in many research and innovation fora [13][14][15][16][17][18][19][20][21][22][23][24]. If we reflect on the existing literature on FC, we notice there is an agreement that it can benefit and improve students' learning achievement when implemented effectively [22,23,25,26].…”

Section: Literature Reviewmentioning

confidence: 99%

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Flipping the Classroom in Senior High School Textile Education to Enhance Students’ Learning Achievement and Self-Efficacy

et al. 2022

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The study analysed the impact of the flipped classroom (FC) approach on weaving experience, self-efficacy and students’ learning achievement. To achieve this purpose, a quasi-experimental (pre-test/post-test) design, with a control group and an experimental group, was implemented. A mixed methods approach was used to evaluate the outcomes of the intervention. Forty- four first year senior high school students of an elective textile education subject participated in the study. An academic achievement test and a semi-structured group interview were employed as data-gathering instruments. Descriptive and inferential statistics (parametric and nonparametric tests), as well as thematic analysis were used to analyse the data collected. Findings of the study indicated that, regarding the acquisition of skill set and the maintenance of academic achievement, the students in the treatment group taught using the FC approach obtained higher levels of achievement juxtaposed with the students in the control group tutored with a traditional teacher-centred approach. The study further established that a flipped-classroom approach was engaging, interactive and exciting for students. The students in the experimental group, via the qualitative inquiry, expressed satisfaction with the practice in weaving and felt elevated in their knowledge, attitudes, self-learning, problem-solving and critical thinking skills acquisition. Therefore, the study recommended that the school adopt the FC approach as a method of teaching studio-based Visual Art subjects to support instructional hours.

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Section: Synthesis Conclusion Limitations and Recommendationssupporting

confidence: 91%

Section: Synthesis Conclusion Limitations and Recommendationssupporting

confidence: 74%

Section: Literature Reviewmentioning

confidence: 99%

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Flipping the Classroom in Senior High School Textile Education to Enhance Students’ Learning Achievement and Self-Efficacy

et al. 2022

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“…The findings of this study have been supported by a number of recent empirical studies. When compared to other classroom models, teachers who used a flipped classroom dramatically improved children' academic attainment (Polat & Karabatak, 2021). Children's performance and impressions of an online open distance-learning environment improved dramatically as a result of the flipped classroom strategy (Van Wyk, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…Adding gaming components to a flipped classroom improved students' learning performance, motivation, and participation significantly (Ekici, 2021). When compared to other classroom models, teachers who used a flipped classroom dramatically improved students' academic attainment (Polat & Karabatak, 2021).…”

Section: Review Of Related Empirical Studiesmentioning

confidence: 99%

Developing Sound Knowledge of Basic Science Concepts in Children Using Flipped Classroom: A case of simple repeated measures

Ugwuanyi

2022

Educ Inf Technol

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Due to the advent of coronavirus disease in most nations throughout the world, the manner of education altered from traditional face-to-face to remote or online teaching. As a result, the new normal necessitates the adoption of an online teaching and learning platform for all levels of education. The study tested the effectiveness of a flipped classroom instructional technique on children's development of sound knowledge of Basic Science concepts. Thirty-one primary three children took part in the treatment session, which was conducted using a simple repeated measures design. The study collected data using the Basic Science Achievement Test (BSAT), which was adequately validated and trial-tested. The children were given two distinct pretests before the treatment and two different posttests afterward. The data were analyzed using a mixed-design repeated-measures analysis of variance. The findings demonstrated that using a flipped classroom instructional technique boosted children's development of a good understanding of Basic Science significantly (p = 000) with an effect size of 0.953. The implementation of a flipped classroom instructional technique in teaching and learning Basic Science was advocated as a result of these results.

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Distance learning: studying the efficiency of implementing flipped classroom technology in the educational system

et al. 2023

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Technology development and the general availability of information have affected modern society in such a way that the educational system requires immediate and decisive changes. The situation escalated during the pandemic when distance learning became an integral part of life of every teacher and student. Modern researchers call the educational system built on the flipped classroom model a pedagogical breakthrough, so it is important to study its impact from all sides; this explains the relevance of this paper. The purpose of this research was to study the effectiveness of flipped classroom as a distance learning component for students. The study was conducted at St. Petersburg State University and enrolled 56 students in the control and experimental groups (n = 28 per group). The researchers used the questionnaire "Studying the motives of students' educational activities" by A.A. Rean and V.A. Yakunin and a cross-section of grades to obtain information about academic performance and a survey for feedback from students. The findings show that flipped classroom had a positive effect on academic performance and student motivation. The number of "excellent" students increased by 17.9% and the numbers of "good" and "satisfactory" students decreased by 3.6% and 14.3%, respectively. The overall motivation of the group increased from 4.8 to 5.0. At the same time, the number of students with low motivation decreased by 7.2%, with medium motivation increased by 10.7%, and with high motivation decreased by 3.4%. A feedback survey showed that the vast majority of students were satisfied with the flipped classroom. At that, 89.2% of students answered that this model is suitable for knowledge assimilation, 92.8% believe that flipped classroom arouses their research interest, and 82.1% call the flipped classroom model the most suitable for interesting learning. The respondents noted the following advantages of the flipped classroom: saving time (82.7%), the opportunity to discuss more interesting topics in class (64.2%), the absence of dependence on time and place (38.1%), and the possibility of a deeper study (53.5%). The disadvantages included the inability to independently study

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Effect of flipped classroom model on academic achievement, academic satisfaction and general belongingness

Cited by 40 publications

References 59 publications

Flipping the Classroom in Senior High School Textile Education to Enhance Students’ Learning Achievement and Self-Efficacy

Flipping the Classroom in Senior High School Textile Education to Enhance Students’ Learning Achievement and Self-Efficacy

Developing Sound Knowledge of Basic Science Concepts in Children Using Flipped Classroom: A case of simple repeated measures

Distance learning: studying the efficiency of implementing flipped classroom technology in the educational system

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