The Effect of Home Economics Instruction Applying Flipped and Problem-Based Learning on Middle-School Students’ Metacognition Skill

Abstract

The purpose of this study is to identify the effect of Home Economics Instruction applying Flipped and Problem-Based Learning (FPBL) on Korean middle-school students’ metacognition skill. The study uses a prepost design test of the same group. There were 151 participants (77 male and 74 female) who were middleschool students in the third grade. Two hours of classes on ‘Food Selection and Storage’ were given per week for three weeks – a total of six hours. Analysis using the <i>t</i>-test revealed a statistically significant difference between the pre-test and the post-test, supporting the conclusion that participating in the class improved the metacognition, food selection, and storage behavior scores of the middle-school students. All area scores and overall averages of metacognitive sub-elements such as planning, monitoring, regulation, and evaluation also improved after taking FPBL classes. From the results of this study, Home Economics Instruction applying FPBL is an effective teaching method for improving middle-school students’ metacognition.