Abstract

From the popularity of flipped teaching in United States primary and high schools, it is thought that students have more learning control to adjust to the learning progress and are assisted in problem solving and learning guidance during class period. It is believed that flipped teaching could prompt underachieving learners’ active learning and thereby enhance learning effectiveness. A total of 386 high school students in Chungli, Taiwan, were part of an experimental study and the research results are summarized below: (1) Students who participated in the flipped teaching models demonstrated better comprehension levels with the teaching content due to this change in learning style and attitude, which in turn, enhanced learning effectiveness. (2) To eliminate poor language performance of underachieving students, it is necessary to lay solid foundations to gradually enhance language learning effectiveness regarding this particular group of students. Films suitable for students’ individual ability could be combined with new language learned in the unit to genuinely assist underachieving learners’ language learning effectiveness. (3) For students who care about their performance, a “system of play” style grouping should be determined in order to enable the tracking of group performance and term performance. According to the results, further developments regarding active learning ability, boosts in learning interests, enhanced learning effectiveness, and the prompting of creativity resulting in a shift from passive learner to active learner have been proposed.

Highlights

  • Due to serious global competition, countries throughout the world are positively changing their domestic education models to enhance national competitiveness

  • The results showed that flipped learning, in comparison with traditional teaching, enhanced students’ learning interests and motivation as well as promoted students’ learning effectiveness; teachers and students presented a positive evaluation concerning the advantages of flipped learning

  • Learning Attitude Referring to Cheng and Tsai (2019), learning attitude contains a cognition component, affection component, and behavioral tendency with a Likert 7-points scale, 1 refers to the response of extremely disagree and 7 refers to the response of extremely agree

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Summary

Introduction

Due to serious global competition, countries throughout the world are positively changing their domestic education models to enhance national competitiveness. The use of technology or e-learning has become prevalent. In this way, domestic educational initiatives are provided regardless of socioeconomic status and region; the principle of teaching. Traditional teaching sites are limited to instructors and teaching hours which can make it difficult to achieve the goals of teaching without partiality and teaching students in accordance with aptitude. According to current education goals in the world, it is of primary importance to cultivate students’ reading ability, mathematical ability, and scientific literacy, encourage cooperation with others, and develop problem-solving abilities

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