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

Boateng, Annette Akuamoah; Essel, Harry Barton; Vlachopoulos, Dimitrios; Johnson, Esi Eduafua; Okpattah, Vincentia

doi:10.3390/educsci12020131

Cited by 13 publications

(13 citation statements)

References 30 publications

(51 reference statements)

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“…The instructor guides students to participate in learning, apply knowledge gained from concepts, and equip learners with 21st-century skills. Students become more familiar with new knowledge and participate in class activities through student collaboration to improve their creativity, critical thinking, and problem-solving skills [31,32].…”

Section: Related Literaturementioning

confidence: 99%

Transforming Teaching with ICT Using the Flipped Classroom Approach: Dealing with COVID-19 Pandemic

Aidoo

Macdonald²,

Vesterinen³

et al. 2022

Education Sciences

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During the COVID-19 pandemic, educators changed their pedagogic practices, developed new teaching sequences, and blended learning approaches such as the flipped classroom. Claims have been made that the flipped classroom influences student motivation, enhances active engagement and class participation, and improves academic performance. Three teacher educators were invited to develop flipped instructional materials for chemistry teacher education. The materials included course plans, online videos, tasks, teaching, and online and face-to-face instruction learning sequences. Opportunities and barriers to using the flipped classroom approach for Ghanaian chemistry teachers were found. Teacher educators were interviewed before and after running the course using the developed instructional materials. The interviews were then analyzed to identify the teachers’ rationale, the opportunities, and the challenges of using the flipped classroom. Teacher educators found that integrating technology into their classrooms can enhance their ICT skills and that of their students. Educators believed flipped instructions could promote student-centered learning where students take responsibility for their learning, where and when it is most convenient. The teacher educators perceived that the approach helped students take an active role in their learning and enhance their participation. They also felt that it improved academic performance. Teacher educators also noted that their workload was reduced, and they had more time to interact with students. Some barriers and challenges were recognized as well. In the interviews, the teacher educators described how inadequate ICT infrastructures, such as poor internet connectivity and lack of ICT equipment, limited the use of the flipped classroom. The study provides suggestions for future research that can contribute to understanding the practical application of the flipped classroom approach.

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Section: Related Literaturementioning

confidence: 99%

Transforming Teaching with ICT Using the Flipped Classroom Approach: Dealing with COVID-19 Pandemic

Aidoo

Macdonald²,

Vesterinen³

et al. 2022

Education Sciences

View full text Add to dashboard Cite

show abstract

“…Selfefficacy is an individual's subjective judgment and evaluation about whether they can achieve a specific accomplishment or complete a particular job [26]. It has been noted that self-efficacy is not simply a verbal expression of university students based on their self-perception and self-competence; it is produced via cognitive processing, and individuals with different self-efficacies produce different motivated behaviors for learning [27]. General self-efficacy, as the inner cognition of individual subjective achievement and competence, may affect the motivation choice of university students to learn conformity [28].…”

Section: Self-efficacy Researchmentioning

confidence: 99%

“…The sample size for the university student learning conformity study was first determined based on a priori power analysis, setting α fixed at the conventional level of 0.05 and powers of 0.80 [27], as well as assuming a small effect size (r = 0.20) [27]. The power analysis indicated that the minimum sample size required for this study was n = 194.…”

Section: Participants and Proceduresmentioning

confidence: 99%

Association between Self-Efficacy and Learning Conformity among Chinese University Students: Differences by Gender

Xiao

Song

2022

Sustainability

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Background: Although past research highlights the impact of self-efficacy on university students’ learning motivation, examining potential links with specific types of learning conformity is limited. The current study examined associations between Chinese university students’ perceived self-efficacy and learning conformity across different types of learning motivation.Methods: A total of 339 Chinese university students were surveyed using the General Self-Efficacy Scale and the Learning Conformity Scale. Multiple regression models were constructed to focus on the mechanisms of general self-efficacy on learning conformity. Results: (1) There are three types of learning conformity: learning abidance, learning obedience, and learning compliance. (2) General self-efficacy has a negative effect on learning obedience. In contrast, it positively affects learning abidance and learning compliance. (3) The general self-efficacy of girls is lower than that of boys. Still, girls are more likely to be motivated to learn compliance than boys. Conclusions: The study reveals that it is essential to stimulate students’ motivation to learn abidance to love learning from the inside out; to improve girls’ self-efficacy; to raise students’ awareness of self-respect and self-development; and to encourage self-approval in public institutions.

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“…Studies show that flipped instruction increases students' active learning roles in constructing their own knowledge (Awidi & Paynter, 2019). Many empirical studies on the effectiveness of the flipped learning as an instructional approach found increased student academic achievement in chemistry (Olakanmi, 2017;Oppong et al, 2022;Rohyami & Huda, 2020), development of critical thinking skills (Boateng et al, 2022;Munzil et al, 2020) due to the active engagement and interactive nature of the approach.…”

Section: Flipped Learningmentioning

confidence: 99%

A Mixed-Method Approach to Investigate the Effect of Flipped Inquiry-Based Learning on Chemistry Students Learning

Aidoo

Anthony-Krueger

Gyampoh³

et al. 2022

EUR J SCI MATH ED

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This study investigated the effects of flipped inquiry-based learning approach (FIBL) on chemistry students' academic performance and learning experiences. This study utilized a mixed research methods approach with a quasi-experimental design. A convenient sampling technique was used to identify pre-service teachers studying chemistry at the college of education in Ghana. Quantitative data was obtained using a chemistry academic achievement test and critical thinking skills test. Qualitative data was obtained through a focus group conducted in the experimental class. Results from the quantitative data analysis showed a significant increase in students' academic performance and critical thinking skills in the pre-and post-test scores in experimental classes. Female pre-service teachers performed better with higher scores in chemistry learning outcomes than their male colleagues. In addition, the focus group results showed that students had positive views on learning in the FIBL environment in terms of learning convenience, peer collaboration, conceptual understanding, and learning skills. The study provides insight into flipped and inquiry-based learning as effective pedagogical approaches for delivering chemistry instructions. Overall, the results show that flipped inquiry-based learning is an effective pedagogical approach enabling students to develop learning potentials in chemistry.

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

Cited by 13 publications

References 30 publications

Transforming Teaching with ICT Using the Flipped Classroom Approach: Dealing with COVID-19 Pandemic

Transforming Teaching with ICT Using the Flipped Classroom Approach: Dealing with COVID-19 Pandemic

Association between Self-Efficacy and Learning Conformity among Chinese University Students: Differences by Gender

A Mixed-Method Approach to Investigate the Effect of Flipped Inquiry-Based Learning on Chemistry Students Learning

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