Classroom Model Research Articles

The Influence of Learning Styles and Attitudes on Academic Performance of College Students in a Flipped Learning Environment

This study looks into how flipped classrooms affect college students with different kinds of learning styles, attitudes, and academic performance. The purpose of the study is to provide empirical support for the effectiveness of the flipped classroom model in accommodating a variety of learning styles. Survey questionnaires and midterm grades of students were used as instruments for data analysis on 85 participants in a state university in the Philippines. Statistical tools such as frequency counts, percentages, mean, standard deviation, Kruskal-Wallis test, and Kendall's tau-b were employed for a comprehensive analysis. The data analysis revealed that a majority of respondents identified as auditory learners, expressing agreement with the flipped classroom model and demonstrating excellent performance within this learning environment. Significantly, the positive attitude and excellent performance exhibited no significant differences across various learning styles. Clear evidence emerged indicating that a positive attitude toward the flipped classroom correlated with exceptional academic achievements. Consequently, the study implies that the flipped classroom proves effective in catering to diverse learning styles while maintaining students' excellent academic performance. Furthermore, it could be concluded that their positive attitude in a flipped classroom model have boosted their academic performance in general. Understanding the connection between students' attitudes toward particular pedagogical approaches and their academic performance offers important insights that can greatly enhance the processes of teaching and learning, resulting in better educational outcomes fostering a positive learning environment.

Analyzing The Impact of Project-Based Learning STEAM Flipped Classroom on Computer Architecture and Organization Courses in Higher Education

This study examines the differences in students' creative thinking skills between the project-based learning STEAM Flipped Classroom and the direct learning STEAM Flipped Classroom model by paying attention to the role of academic self-efficacy as a moderator variable. The research population consists of students in informatics engineering study programs in the Denpasar area of Bali. The study used a quasi-experimental 2 x 2 factorial design. Data collection is carried out through questionnaires and test instruments. Data analysis used descriptive and inferential statistics, as well as analysis of covariance. The results showed a significant difference in students' creative thinking skills between those who learned with the STEAM Flipped Classroom project learning model and the STEAM Flipped Classroom direct learning model. In addition, there are differences in students' creative thinking skills based on the level of academic self-efficacy. The empirical application of the STEAM Flipped Classroom project model is proven to help students generate new ideas, develop ideas, and improve their thinking skills. However, the findings suggest that flexible thinking skills must be further enhanced. Students with high self-efficacy tend to be more proactive in providing constructive ideas in project-based learning activities. This research implies that it is necessary to actively motivate and share experiential stories with students who have low self-efficacy. In the future, I suggest that universities adopt the innovative learning model of project-based learning STEAM flipped Classroom to improve the creative thinking skills of informatics engineering students at the college level.

Challenges and Innovations in Teaching The Arabic Grammar to Non-Native Speakers

This study explores the challenges associated with teaching the Arabic grammar to non-native speakers and highlights educational and technological innovations aimed at improving teaching quality. The first chapter addresses the complexity of the Arabic morphological and syntactic system, the flexibility of syntactic order, and phonetic and orthographic challenges, alongside educational challenges such as curriculum design, teacher training, and assessment difficulties. The study aims to provide practical solutions to enhance the effectiveness of teaching the Arabic grammar through the development of flexible curricula, training teachers in modern methods, and adopting diverse assessment approaches. Additionally, the article discusses recent innovations in teaching the Arabic grammar, focusing on the role of technology and artificial intelligence in improving grammar instruction methods. It examines modern pedagogical approaches, such as task-based learning, communicative teaching, and the flipped classroom model, as well as integrated programs that enhance grammar learning through real-life and cultural contexts. Moreover, the role of edutainment in enhancing students' grammar learning experience and increasing engagement in an enjoyable and effective educational environment is also highlighted.

The Effect of Flipped Classroom Model on Turkish as a Foreign Language Learners' Speaking Anxiety and Speaking Skill Achievement

The Effect of Flipped Classroom Model on Turkish as a Foreign Language Learners' Speaking Anxiety and Speaking Skill Achievement

The Ecological Construction Path of English Vocabulary Teaching Based on Markov Chain in the Perspective of Ecological Linguistics

The new curriculum standards have put forward new requirements for high school English vocabulary teaching, and the English vocabulary eco-classroom under the guidance of ecological linguistics theory can precisely make up for the shortcomings in the traditional vocabulary classroom and meet the challenges of the times. However, most of the existing researches on ecological classroom are combined with macro English subjects, and few of them are about English vocabulary teaching. This study takes the principles of ecological linguistics as the theoretical basis to support the conceptual construction and morphological reliance of the vocabulary ecological classroom, supplemented by modal theory as the process orientation of the four major stages in the teaching process, constructs a new vocabulary ecological classroom model based on Markov chain model, and applies the ecological classroom model to high school English vocabulary teaching to verify its teaching effects. The experimental results show that the Markov chain-based high school English vocabulary teaching under the “ecological linguistics” model can help students’ interest in vocabulary learning and promote their vocabulary learning level, accounting for 15% improvement in the learning effect.

Implementing Learner Autonomy in English as a Foreign Language Classroom Through a Flipped Classroom Pedagogical Approach

This study is a small-scale action research on the problem of using the Flipped Classroom pedagogical approach to enhance learner autonomy in the target group of high school students in an EFL classroom. The main stages of the research were conducted in the spring semester of the academic year of 2023/24. The participants of the study are seven Ukrainian Grade 9 students and three teachers. The research aims at designing and implementing a method for engaging learners in autonomous practices through the Flipped Classroom model. The methodological basis of this study is the works of (Benson & Voller, 2014), the Flipped Learning Network (2014), (Moore, 2015), (Velegol, Zappe, & Mahoney, 2015), (O’Flaherty & Phillips, 2015), (Hung, 2015), (Huang & Hong, 2016), (Nichols, Burgh, & Kennedy, 2017), (Olakanmi, 2017), (Låg & Sæle, 2019), (Jung, Park, Kim, & Park, 2022), (Little, 2022) and other scientists. In this research, the mixed-method approach is used; the quantitative and qualitative data have been collected through guided observation, surveys (teacher interviews and student questionnaires), and mathematical statistics (descriptive and frequency methods). The essence of the designed method lies in the gradual engagement of students in reviewing short video lectures and reading relevant input before class; then, in class, discussing content and doing quizzes and exercises to reinforce understanding, and, finally, actively participating in creating content-related presentations or projects. The results of this study demonstrate that the Flipped Classroom approach has a considerable impact on learner self-awareness, beliefs, and attitudes implemented in autonomous classroom practices, in particular: effective use of free time for English studying; increased motivation to explore new content and understanding it; perception of a teacher as a facilitator, suggesting a move towards a more student-centered or collaborative learning environment; perception of knowledge as something to be gained rather than “transmitted”, taking on responsibility for evaluating learning outcomes through self-assessment or collaborative evaluation methods. Nevertheless, there are some limitations to using FC in the English language classroom: the willingness of teachers to apply learner-centered methods; the willingness of students to take responsibility for their learning; learners’ cognitive and metacognitive skills; the difficulty of the learning material meant for flipping (self-study), access to resources and technology. The results of this study can be used by researchers and practitioners working in the sectors of secondary and tertiary education.

The Effect of The Flipped Classroom Model on Student Opinions and Reading Comprehension Skills in Teaching Turkish to Foreigners

In this study, it was aimed to reveal effect of flipped classroom model, one of the new models in language teaching, on student opinions and reading comprehension skills in teaching Turkish to foreigners. The research, prepared according to the mixed method, was conducted for 12 weeks with 37 students studying at B1 and B2 level at Atatürk University TÖMER (Turkish Teaching Center) in Erzurum, Türkiye, in 2021-2022 Academic Year. In the experimental phase of the research, a quasi-experimental research design with a control group, which is frequently used among experimental designs, was used. During the 12 weeks which the experimental application was carried out, the subjects were taught in experimental group in line with the functioning of flipped classroom model (FLP). In the other group (control group), it was processed in accordance with curriculum specified in current program. In qualitative phase, interviews were conducted with experimental group students to learn their opinions about the model. According to the research results, when post-test success scores of the two groups were evaluated, it was seen that there was a statistically significant difference in favor of group to which the FLP model was applied. According to findings obtained from interviews with the students who experienced the model, it was seen that the students generally expressed positive opinions.

Incorporating AI into English Language Learning: An Experimental Study Focusing on Autonomous Learning

This study investigates the impact of integrating AI-powered tool, Plang, on English language learning among Korean EFL learners. Specifically, the study aims to examine the overall experiences of using the AI app in language learning and the impact of using the AI app on learners’ autonomous learning. The two-month study employed a qualitative data approach derived from a mixed-method study involving pre- and post-survey, reflective journals, and in-depth individual interviews. Overall, the findings have shown that the integration of the AI-powered tool into the English language learning helped learners: (i) to enhance language skills, particularly speaking proficiency; (ii) to foster learner autonomy through a personalized feedback system; and (iii) to establish a new goal that facilitates active learner engagement. The analysis also points out some challenges learners faced in the learning process. Some important implications of this study are discussed for teachers who consider integrating AI-powered tools into English language teaching. Considering that there has been little research on incorporating AI tools into classrooms, it is recommended that further research should highlight more dynamic classroom cases by developing a flipped classroom model utilizing AI tools in English language teaching contexts.

Self-Efficacy Among Nursing Students Using Flipped and Traditional Teaching Modalities

Objective: To measure the self-efficacy of nursing students taught using both flipped and traditional classroom modalities. Method: A quantitative research design was employed. The control group was taught using the traditional classroom model, while the experimental group utilized the flipped classroom model. The study population consisted of undergraduate nursing majors at Shandong University of Traditional Chinese Medicine. Two out of twelve classes were selected through random sampling. Results: The study presents an analysis of the t-test results using SPSS, which shows a significant difference when the calculated P-value falls between 0.00 and 0.05. The P-value obtained was 0.00, indicating a statistically significant difference. Conclusion: The teaching model, whether flipped or traditional, has an impact on nursing students’ self-efficacy. Students in the flipped classroom exhibited higher self-efficacy in mastering the curriculum.

Exploration and Application of the Flipped Classroom Based on Outcome-Oriented Educational Principles in Vocational Nursing Practical Training

Purpose: To explore the practical effects of using the flipped classroom approach based on outcome-oriented educational concepts in nursing practical training at vocational colleges. Methods: From February 2023 to February 2024, a total of 62 nursing trainees from our school were sampled and randomly divided into a study group and a control group using a randomized controlled trial design, with 31 students in each group. The control group received conventional training, while the study group received practical training based on the outcome-oriented educational concept in flipped classrooms. Comparison was made between the two groups on assessment scores, teaching satisfaction, and self-directed learning ability ratings. Results: Statistical comparisons showed that the study group’s assessment scores, teaching satisfaction, and self-directed learning ability ratings were significantly higher than those of the control group (P < 0.05). Conclusion: The flipped classroom model based on outcome-oriented educational concepts in nursing practical training at vocational colleges can improve students’ assessment scores and self-directed learning abilities, and enhance teaching satisfaction, demonstrating potential for wider application and dissemination.

Evaluation of Simulation-Supported Flipped Classroom Model in the “First Hour of Sepsis Management” Training for 6th Year Medical Students

Evaluation of Simulation-Supported Flipped Classroom Model in the “First Hour of Sepsis Management” Training for 6th Year Medical Students

An Effective Concept for Teaching LabVIEW Programming to Engineering Students

In today’s technology-driven era, the demand for engineers with strong programming skills continues to rise across diverse industries. LabVIEW software stands out as a key tool in engineering, supporting applications ranging from test and measurement systems to automation and control across different sectors, like manufacturing, aerospace, and automotive. Proficiency in LabVIEW therefore enables engineers to work on a wide range of projects and applications. This article presents two distinct pedagogical approaches to teaching LabVIEW programming at the university level. The introductory course is taught using traditional direct teaching methods, with an emphasis on face-to-face teaching and classroom lectures. In contrast, the advanced course uses a flipped classroom model, where students work independently on preparatory material before participating in laboratory exercises. The latter course concludes with a large project, which the student must complete within four hours. The article provides details on the teaching methods and content of the individual courses, as well as an explanation of the assessment process for the final project. The analysis of the final project results confirms that the students have acquired the knowledge necessary to create functional LabVIEW programs with the appropriate programming style.

Promoting students’ critical thinking and creativity through TPACK based flipped classroom learning model in higher education

The rapid development of technology has influenced various aspects of life, including education. Optimal utilization of technology can be a crucial step in creating better education that is relevant to the demands of the digital era. One of the learning approaches considered relevant in this era is the flipped classroom model based on TPACK (Technological Pedagogical Content Knowledge). This model is believed to enhance critical and creative thinking skills, which are essential in facing the challenges of the digital age. This study aims to examine the effects of the flipped classroom model integrated with TPACK (FC-TPACK) on the critical thinking and creativity of prospective elementary school teachers. This study employed a pretest-posttest experimental design involving 250 students from public universities in Indonesia. The experimental group consisted of 125 students who used the FC-TPACK model, while the control group comprised 125 students who received conventional learning without FC-TPACK. Data analysis was conducted using MANOVA to assess the overall effect of the learning model, and ANOVA was used to examine differences in each aspect of critical thinking and creativity. The ANOVA results showed significant differences between the experimental and control groups in terms of critical thinking and creativity skills, with a significance value of 0.000 ≤ 0.05 for all aspects measured. The experimental group demonstrated significant improvements in analysis, evaluation, innovation, flexibility in thinking, and originality compared to the control group. Therefore, the FC-TPACK model is recommended for use in learning to support the development of essential skills in the digital era.

A flipped classroom with whiteboard animation and modules to enhance students' self-regulation, critical thinking and communication skills: a conceptual framework and its implementation

PurposeIn the era of Industry 4.0, the relevance of webinar tutorials, a form of distance learning, is paramount. These tutorials can catalyze self-regulated learning, critical thinking and communication skills, especially for prospective and in-service teachers pursuing higher education. This paper aims to develop a conceptual framework and report the results of implementing a flipped classroom with whiteboard animation and modules. This innovative approach seeks to enhance students' self-regulation, critical thinking and communication abilities.Design/methodology/approachThis study employs a mixed-methods approach. In the first phase, a hypothetical model and conceptual framework for the Flipped Classroom with Whiteboard Animation and Modules were developed to enhance self-regulation, critical thinking and communication skills. The resulting conceptual framework was then implemented through a quasi-experiment using a non-equivalent control group design involving 83 elementary school teachers enrolled in the Elementary School Science Education course (PDGK4202), divided into three treatment groups. Qualitative data were collected through observations of the learning process, documentation of student worksheet completion and interviews with students. Questionnaires and tests were used as instruments for quantitative data collection. Qualitative data were analyzed using descriptive methods, while quantitative data were evaluated using MANCOVA.FindingsThe findings demonstrate significant improvements in students' self-regulation, critical thinking skills and communication abilities after implementing the Flipped Classroom with Whiteboard Animation and Modules.Research limitations/implicationsSome limitations in this study need to be recognized. These limitations include the specific sample type of elementary school teachers who went back to college to take science learning courses in elementary school. Teachers have various diversity that may affect the dependent variable, such as age, educational background, facilities, internet signal stability at their learning location and teaching experience. This study was conducted in a specific context (using the flipped classroom model at UT), so the results may need to be more generalizable to other educational contexts with different facilities, systems and policies. In addition, the measurement of self-regulation and communication skills, particularly with questionnaires, relies on self-report, which can be biased due to socially desirable responses or inaccurate self-assessment. Although the MANCOVA test showed significant results, it is possible that other variables not controlled for in this study (e.g. intrinsic motivation, social support from family or colleagues) also affected the independent variables.Practical implicationsThis study emphasizes the importance of adapting webinar tutorials for Industry 4.0 and enhancing self-regulated learning, critical thinking and communication skills, particularly for working students and teachers. It offers a practical framework for educators and suggests ways to improve online learning materials. The implementation results show significant skill enhancement. These findings have practical implications for educators, institutions and instructional designers, guiding the development of effective distance learning strategies and curriculum improvements in the digital age.Social implicationsThe social implications of this study are noteworthy. In the context of Industry 4.0, adapting webinar tutorials to promote self-regulated learning, critical thinking and communication skills is essential not only for the educational sector but also for the broader society. It equips prospective and in-service teachers, who are pivotal in shaping future generations, with the necessary skills to navigate a rapidly changing digital landscape. Furthermore, enhancing self-regulation and critical thinking abilities among employed students contributes to a more informed and adaptable workforce, fostering societal resilience in the face of technological advancements.Originality/valueThe uniqueness of this study stems from the creative modification of a webinar tutorial, which specifically targets the urgent requirement for enhancing abilities among teachers and university students. The conceptual framework serves as a valuable tool for educators, and the findings of this study confirm its effectiveness in enhancing self-regulation, critical thinking abilities and communication proficiency. Furthermore, the recommendations offered also furnish practical insights to improve this model.

Comparing traditional and flipped classrooms in teaching block-based programming: effects on fifth-graders’ self-efficacy towards computational thinking skills, conceptual learning, and their perspectives

ABSTRACT This study investigates the impact of two teaching methods – face-to-face traditional teaching and the flipped classroom model – on fifth-grade students’ self-efficacy towards computational thinking skills, conceptual learning, and perspectives on programming within a block-based environment. Seventy-seven students participated in this mixed-method research with an exploratory sequential design. The quasi-experimental phase involved administering the Self-Efficacy Perception Scale for Computational Thinking Skills as a pretest and posttest to both experimental and control groups, along with weekly achievement tests during the treatment. Additionally, focus group interviews were conducted with 24 students after the treatment. The findings revealed that students in both groups improved their conceptual learning and self-efficacy in computational thinking. Moreover, both groups reported that discovery learning was particularly effective in enhancing their game and animation design skills during the treatment.

Exploring Engagement and Perceived Learning Outcomes in an Immersive Flipped Learning Context

The flipped classroom model has been widely acknowledged as a practical pedagogical approach to enhancing student engagement and learning. However, it faces challenges such as improving student interaction with learning content and peers, particularly in Japanese universities where digital technologies are not always fully utilized. To address these challenges and identify potential solutions, a case study was conducted in which an online flipped course on academic skills was developed and implemented in an immersive virtual environment. The primary objective during this initial phase was not to establish a causal relationship between the use of immersive flipped learning and students' engagement and perceived learning outcomes. Instead, this initiative aimed to explore the benefits and challenges of the immersive flipped learning approach in relation to students' online engagement and their perceived learning outcomes. Following a mixed-methods research approach, quantitative and qualitative data were collected through a survey (N=50) and students' reflective reports (N=80). The study revealed high levels of student engagement and perceived learning outcomes, although it also identified areas needing improvement, particularly in supporting student interactions in the target language. Despite the exploratory nature of this study, the findings suggest that a well-designed flipped learning approach, set in an engaging immersive environment, can significantly enhance student engagement, thereby supporting the learning process. When creating an immersive flipped learning course, educators should incorporate best practices from the literature on both flipped learning and immersive learning design to ensure optimal learning outcomes. The findings of this study can serve as a valuable resource for educators seeking to design engaging and effective remote learning experiences. Further research is needed to explore the scalability and sustainability of the immersive flipped learning approach and its impact on different student populations and in other delivery formats. Received Date: May 4, 2024Revised Date: August 17, 2024Accepted Date: September 7, 2024

Fostering Inclusive and Effective Education: Insights from Bangladesh

The inaugural issue of the 50th volume of Teacher's World: Journal of Education and Research features a collection of eight scholarly articles that explore the challenges and opportunities within Bangladesh's education sector. These articles address various facets of education, such as the struggles of marginalized communities, digital learning, and pedagogical advancements. The thematic synthesis of these articles offers significant insights into the diverse dimensions of education, encompassing issues from the obstacles faced by marginalized groups to the impacts of digital learning and innovative teaching methods. Bangladesh confronts numerous challenges in promoting inclusive and practical education due to its diverse socio-economic landscape. Economic inequalities, gender disparities, infrastructure deficiencies, and technological gaps impede students' access to quality education. The analysis of the selected articles highlights that government initiatives aimed at equitable resource allocation and inclusive education can bridge existing gaps. Strengthening community engagement can address local educational needs, ensuring accessibility and tailored support. Additionally, innovative teaching methods, such as the flipped classroom model and experiential learning, can enhance student engagement and learning outcomes. The role of public-private partnerships in mobilizing resources, expertise, and technology is crucial for improving educational infrastructure and quality. Collaborations between the government, private sector, and NGOs can create comprehensive solutions to educational challenges. Addressing these challenges and leveraging opportunities requires a multifaceted approach involving policy reform, community engagement, innovative teaching methods, and strategic partnerships. By fostering inclusive and practical education, Bangladesh can pave the way for a brighter and more equitable future for its students. Furthermore, participation in global educational initiatives and networks can introduce new perspectives, resources, and best practices, enriching the local education system and fostering continuous improvement. Teacher’s World: Journal of Education and Res arch, 50(1): 1-5

Improving Vocational and Technical Education: Comparing Flipped and Traditional Classrooms’ Impact on Learning Performance in Management Courses

This essay examines the effectiveness of flipped classroom approaches in improving learning outcomes among first-year management students at Chinese vocational colleges. Using a quasi-experimental design, the study involved fifty classes with a total of 1,000 students, divided into experimental and control groups. The study aimed to evaluate how the flipped classroom model influences academic achievement, analytical, creative, and practical intelligence, as well as learning attitudes. It also investigated whether cognitive styles (visual vs. verbal orientation) moderated the relationship between teaching methods and learning outcomes. Results show that the flipped classroom significantly enhances cognitive learning achievements, analytical, creative, and practical intelligence, and fosters a more positive learning attitude compared to traditional methods. Notably, cognitive styles had a minimal impact on learning outcomes, suggesting that the benefits of flipped classrooms apply broadly across different learning preferences. This research enhances the understanding of effective pedagogical strategies in vocational education and underscores the flipped classroom’s potential to improve student learning experiences.

Transforming Science And Engineering Education: The Impact Of The Downhill Challenge Flipped Classroom Model

Transforming Science And Engineering Education: The Impact Of The Downhill Challenge Flipped Classroom Model

Enhancing Geometry Achievement in Pre-Service Mathematics Teachers: The Impact of a Scaffolded Flipped Classroom Using a Learning Management System

This study investigates the effectiveness of a flipped classroom approach integrated with scaffolding through a Learning Management System (LMS) in enhancing the geometry achievement of pre-service mathematics teachers. The study utilized an experimental post-test-only control group design involving 63 randomly selected pre-service mathematics teachers. The experimental group received instruction through a flipped classroom model supplemented with scaffolding and LMS support, while the control group experienced traditional teaching methods enhanced by scaffolding and LMS. Quantitative data were collected via a geometry essay test and analyzed using descriptive and inferential statistics, including t-tests. The results revealed that the experimental group significantly outperformed the control group in geometry achievement. Additionally, qualitative data from thematic analysis of semi-structured interviews indicated that the flipped classroom approach fostered improved comprehension, peer interaction, and active discussion, despite challenges such as varying levels of motivation and scheduling conflicts. The scaffolding provided was found to be an effective strategy in clarifying complex topics and enhancing student success. This study underscores the potential of integrating a flipped classroom with scaffolding and LMS to improve geometry achievement and overall instructional quality.