Effect Of Flipped Classroom Model Research Articles

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.

The Effects of Flipped Classroom Model on Academic Achievement, Academic Motivation and Cognitive Absorption

The purpose of this study is to investigate the effects of flipped classroom model on academic achievement, academic motivation and cognitive absorption. The study was conducted with a group of 68 freshman students studying at a vocational school’s “Computer Programming” department in the 2019-2020 academic year. A quasi-experimental framework with pre-test/post-test was employed in the research and the participants were randomly assigned to the experimental group and the control group. In the experimental group (n=38), flipped classroom model was utilized and in the control group (n=30), the traditional classroom model was employed. The experimental process of the study continued for 5 weeks, 4 weeks of training and 1 week of orientation. Demographic Information Form, Academic Achievement Test, Academic Motivation Scale and Cognitive Absorption Scale were used for data collection. To analyze the data, Independent Samples T-Test, Paired Sample T-Test, Wilcoxon Signed Ranks Test, Spearman Correlation and Mann-Whitney U Tests were used. The findings showed that the experimental group had higher levels of academic achievement compared to the control group. Besides, it was found that there is no discrepancy between in-group and intergroup academic motivation. Although the pre- and post-test results of the experimental group students, who took cognitive absorption scale, did not show a statistically significant difference, the results indicate a modest level of connection between cognitive absorption and academic motivation.

The effect of flipped classroom model on learner autonomy from non-English majored students’ perspectives

Learner autonomy cultivation has been one of the key considerations of educators. Contributing to this attempt, this qualitative research aims to investigate college students’ perspectives on the application of the flipped classroom model, which was developed to increase autonomous learning during class and beyond. Students are encouraged to finish computer-based activities that provide them with target grammar points and vocabulary prior to class time while teachers will facilitate further learning practices and discussion in the classroom. The data were collected through semi-structured interviews with 19 non-English major students aged 20 and 21 studying at the same institute in Ho Chi Minh City. The results showed that this model has a positive effect on participants’ autonomous learning ability before and after the class sessions because the model creates an interactive learning atmosphere. This paper, in general, can be considered a useful reference for both learners and educators in regard to the applicability of the flipped classroom model to foster students’ autonomous learning and their involvement inside and outside the class.

The effect of flipped classroom model on student achievement and motivation

ABSTRACT The aim of this study is to examine the effect of the flipped learning model on students’ academic achievement and its relationship with the permanence and effectiveness of the subjects learned. The research is in the sequential explanatory mixed method model. For the experimental study of the research, two classes with close socio-economic and academic levels were selected as the experimental and control groups in a primary school located in the Aziziye district of Erzurum province. Qualitative findings were obtained from the experimental group teachers and parents. Data were analyzed with unrelated sample t-test and one-way analysis of variance and content analysis for repeated measures. According to the results of the research, the flipped learning model positively affects the academic success of the students in the primary school mathematics course. Flipped classroom practices facilitate the learning of student achievements and ensure their permanence. In addition, this model increases student motivation and allows for the elimination of deficiencies. Thanks to the flipped classroom practices, the teacher can be more effective and productive and spend more time in the classroom for evaluation studies.

Effectiveness of flipped classroom model in enhancing Saudi EFL learners' English pronunciation

This research investigated the Flipped Classroom Model (FCM) in enhancing Saudi EFL learners' English pronunciation. The explanatory sequential design with data collection occurring in two phases was used. The first phase includes a pre-test andapost-test of oral pronunciation, while the second phase includes a focus group interview with the students. The research population included all third-grade high school students in Jeddah who study in the boys' high schools affiliated to the Ministry of Education. Furthermore, the sample included all EFL learners at Ibn Hajer Al-Asqalani high school; 62 students who were divided into two groups: a control group and an experimental group, with the same number of participants. The results reflected the effectiveness of the FCM in enhancing Saudi EFL learners' English pronunciation. Moreover, it was found that the FCM increased learners' motivation, autonomy, and provided learning flexibility. The researcher recommended encouraging teachers to use the FCM to teach Saudi EFL learners' English pronunciation.

Enhancing Translation Competence via Flipping the EFL Translation Classroom in China

The ultimate goal of translation teaching is to cultivate the students’ translation competence. Inspired by the PACTE (PACTE, 2003) about the definition of translation competence, we further break down the translation competences into five sub-competences with more explicit teaching goals: lexical variety, grammatical correctness, stylistic appropriateness, fluency and coherence competence, which is vital for the cultivation of translation competence of engineering students. Then, an experimental method is used to compare the outcomes of students enrolled in a flipped and a traditional version of a EFL (English as a Foreign Language) Translation Course at a university in China. This empirical study aims to determine the effectiveness of flipped classroom model (FCM) in translation class. 60 undergraduates majoring in science and technology are involved in this research. Pre- and post- tests are used as instruments and data are analyzed using descriptive and inferential statistics. Quantitative data analysis reveals that comparing with traditional classroom flipped classroom can promote the cultivation of lexical variety, stylistic appropriateness, fluency and coherence competence. Considering the positive results obtained in the study, the article points out the use of the flipped approach as an example of good practice for cultivating the translation competence in EFL translation course.

Investigating the effectiveness of flipped classroom model in a mathematics education course in Greece

An alternative instructional model, which due to the social reality created by the ongoing COVID-19 pandemic is gaining more and more popularity in the global educational community, is the so called “flipped classroom”. In this paper we give the details of a one-week qualitative research we conducted in order to explore the effectiveness of the flipped classroom model in an undergraduate “mathematics education” course in Greece. The study involved thirty third-year math students, whose achievements and perceptions were captured with the help of questionnaire, task, personal interviews, and open discussion in the class. The analysis of the research data indicated increased engagement of the students, development of positive attitudes about the learning, control of the learning pace, autonomy in managing the time required for study and relative improvement of students’ performance in problem solving and teamwork. At the same time, several challenges emerged. The main ones concerned the demand for frequent active students’ participation in the educational process, the management of queries during the homework, the doubts about the effectiveness of the method on difficult teaching subjects, as well as the time and skill requirements for preparing such a lesson.

The effect of flipped classroom model on self-regulation skills of middle school students

One of the instructional model that can support student-centered environments is the flipped classroom model, which blends the positive aspects of technology in education with the advantages of traditional methods. This research aims to determine the effect of Flipped Classroom Model (FCM) in the science course on 7th-grade students' self-regulation skills. The design of the study is a pretest-posttest control group quasi-experimental design. Participants of the study consisted of 67 7th-grade students from a public middle school located in the Mezitli district of Mersin, Turkey. The experimental group comprised 31 students, while the control group consisted of 36 students. Students' self-regulation skills were assessed through the implementation of "Motivated Strategies for Learning Questionnaire" (MSLQ). Data were analyzed using the independent samples t-tests and paired samples t-tests. The comparison of post-test scores between the experimental and control groups indicated a significant mean difference for all subscales of learning strategies and motivation, except for extrinsic goal orientation and test anxiety. The results indicate that FCM develops students' motivation and their use of learning strategies. The results of this study support that the FCM is more effective in increasing 7th-grade students' self-regulation than traditional lecture format for science courses.

Are flipped classrooms less stressful and more successful? An experimental study on college students

The flipped classroom model, which is a technology-supported model that employs active learning strategies, has been studied many times. However, the effect of the model on psychological variables has not been adequately questioned. In this context, this study aims to investigate the effects of flipped classroom model on the students’ assignment stress and academic achievement. For this purpose, a quasi-experimental study was designed; the pre- and post-test control group model was used. The study was conducted with the participation of 44 undergraduate pre-service teachers for 11-week period in Material Design and Use in Education course. Students' assignment stress was measured with a scale, while their academic achievement was evaluated by considering course success and material development scores. Also, students’ opinions were investigated in the process. The experimental group students followed the courses outside the class through interactive videos, and they completed the given assignments in-class with the group collaboration. On the other hand, the control group students followed the lessons in-class (face-to-face), and they completed the given assignments outside of the class with the group collaboration. Consequently, it was found that the assignment stress of the students in the experimental group decreased more than the students in the control group. In addition, the course success of the students in the experimental group increased more than the students in the control group. However, there was no significant difference between the material development scores of groups. Finally, a significant portion of the students’ who experienced the flipped classroom model, reported positive opinions about the model.

The effect of the flipped classroom model on quality of the students‘ performance in biology education in high school

This study investigated the effectiveness of flipped classroom model (FC) and traditional classroom model (TC) in Biology on the quality of the high school students‘ performance. The research sample consisted of a total of 280 first grade high school students in Novi Sad, Serbia. The students in the experimental group learned Biology topic through the FC model, whereas the students in the control group were taught the same topic by the TC model. The instruments used in the research (the pretest and the posttest) contained the questions belonging to three different levels of cognitive learning according to the revised Bloom’s Taxonomy. The results indicated that students that were instructed by the flipped classroom in Biology performed better on the posttest as a whole, and in solving the tasks of all three levels of knowledge (remembering, understanding, and applying) than those instructed by the traditional teaching method. On the basis of the obtained results, a grater implementation of FC model in high school biology teaching is recommended as a way of improving the quality of biology teaching in our and other countries over the world and the level of our students‘ digital competencies.

Effectiveness of a Flipped Classrooms on Mathematical Innovative Development, Students’ Achievement in Mathematics among Female from Grade Eleventh in Scientific Stream

هدفت هذه الدّراسة إلى التّعرف على فاعلية استخدام إستراتيجية الصف المعكوس في تنمية الابتكار الرياضي وزيادة التّحصيل في مادة الرّياضيات لدى طالبات الصّف الحادي عشر العلمي في مدرسة وداد ناصر الدّين الثّانوية للبنات. ولتحقيق هدف الدّراسة استخدم الباحثان المنهج شبه التّجريبي وتكون مجتمع الدّراسة من طالبات الحادي عشر العلمي بمدرسة وداد ناصر الدّين الثانوية للبنات، إذ تمّ اختيار عينة قصدية عددها (40) طالبة، تمّ تقسيمهن إلى مجموعتين متكافئتين "مجموعة تجريبية وأخرى ضابطة"، وقاما بإعداد أنشطة لوحدة "المتتاليات والمتسلسلات" في منهاج الرياضيات وفق استراتيجية الصفوف المعكوسة، واستخدما اختبارًا للتحصيل، وطبقا مقياسًا للابتكار الرياضي، وطُبقت أدوات الدّراسة على عينة الدّراسة "قبلية وبعدية". وقد تمّ حساب المتوسطات الحسابية والانحرافات المعيارية والتحليل الإحصائي باستخدام برنامج SPSS، أظهرت نتائج الدّراسة وجود فروق ذات دلالة إحصائية عند مستوى الدّلالة (α ≤ 0.05) بين متوسطات المجموعة التجريبية والمجموعة الضابطة في الابتكار الرّياضي والتّحصيل وذلك لصالح المجموعة التجريبية، وقد قدم الباحثان توصيات ملائمة لنتائج الدّراسة، وأشارت النتائج إلى وجود علاقة إيجابية قويّة بين متغيري الدّراسة التّابعين (التّحصيل، الابتكار الرياضي). وأوصت الدّراسة بتشجيع المعلمين على استخدام إستراتيجية الصف المعكوس واعتمادها في التدريس، وإعداد دورات وورش عمل للمعلمين والطلاب، وتدريبهم على الأنشطة والأساليب التربوية المتعلقة بإستراتيجية الصّف المعكوس.

Flipped Classroom on Fifth Grades’ 21st Century Skills and Scientific Epistemological Beliefs

The aim of this study was to determine the effect of flipped classroom model on fifth grade students' 21st century skills and scientific epistemological beliefs. The sample of the study was consisted of 54 fifth grade students from a rural elementary school in Turkey. Quasi-experimental design with pre-test and post-test control group was used. As a data collection tool, “Scientific Epistemological Beliefs Scale” and “21st Century Learning Skills Scale” was used. For data analysis, independent t-test and dependent t-test were used. As a result of the study it was found that; at the beginning, there was no significant difference between the experimental and control group students’ pre-test scientific epistemological beliefs. After the implementation, there was no significant difference between the experimental and control group students’ post-test scientific epistemological beliefs mean scores. In addition, at the beginning of the study, there was no significant difference was found between experimental and control group students’ 21st century skills. After the implementation, there was no significant difference was found between experimental and control group students’ 21st century skills after the implementation.

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

The effect of the flipped classroom model on students’ academic achievement, academic satisfaction, and general belongingness was investigated using an experimental design. Purposive sampling was used to select 94 undergraduate students as participants. The participants were divided into three groups: one experimental group with the flipped classroom model and two control groups with the traditional classroom and distance education models. The groups attended the same course content sessions that are suitable for their classroom model over eight weeks. For analysis, descriptive statistics, dependent groups t-tests, Wilcoxon signed-rank test, ANCOVA, and ANOVA tests were performed. Students’ academic achievement, academic satisfaction, and general belongingness levels significantly increased in the flipped classroom compared with the other classroom models. Suggestions for future research and limitations of the study are provided.

Effectiveness of flipped classroom model in teaching histology for first-year MBBS students based on competency-based blended learning: An interventional study.

BACKGROUND:With recent changes in the curriculum of bachelor of medicine and bachelor of surgery (MBBS) course to meet the global trends and to fulfill the standards expected from an Indian medical graduate, introduction of newer teaching methodologies becomes mandatory. The usage of flipped classroom (FCR) in medical education has always been rewarding. This study was to evaluate the effectiveness of FCR as a teaching method in comparison with traditional lectures in histology sessions in Sri Ramaswamy Memorial (SRM) Medical College Hospital and Research Centre, Chennai, Tamil Nadu, India.MATERIALS AND METHODS:This interventional study was conducted among the 1st year MBBS students in SRM Medical College Hospital and Research Centre for a period of 1 year (2018–2019 academic year). The histology sessions were taught using both traditional lectures and FCR methodology. Pre- and posttests were conducted for each traditional and FCR session with ten multiple-choice questions pertaining to that topic. Students' performance was assessed by paired t-test (for pre- and posttest comparisons) and independent t-test (for traditional and FCR posttest mark comparison) using SPSS software version 26. A feedback survey based on Likert scale was also conducted on the students and was analyzed. P < 0.05 was considered statistically significant.RESULTS:Posttest marks had statistically significantly improved when compared to pretest marks (P < 0.0001) in both traditional and FCR teaching methods. Comparison of posttest marks showed statistically significantly higher marks in FCR when compared to traditional teaching (P < 0.0001). Similarly, students’ feedback survey showed that FCR benefitted the students in achieving the competency required.CONCLUSION:FCR methodology of teaching histology had a very impressive outcome and the students' perception was very positive.

Using flipped classroom model for developing speaking skills: An integrative review research

This integrative review research’s aim is to compare the eight studies that explore the effects of flipped classroom model on developing the speaking skills of the students. In order to analyze the data, this integrative research adapts an inductive content analysis approach because the data gathered from each of the articles are described through tables by grouping the data through themes and categories. Students’ attitudes towards the flipped classroom model and positive and negative effects of the flipped classroom model and its strengths and weaknesses in terms of developing speaking skills are explored in this study because the research questions are centered on these issues. The results show that the flipped classroom model enhances the speaking skills of the students because it provides an environment for the students to become confident and autonomous in their own language learning and they are exposed to language both inside and outside of the classroom. However, flipped classroom’s negative impacts are expressed in several studies. Some of the negative impacts are related to the long learning process and affective factors. Although there are both negative and positive effects of flipped classroom model on the development of speaking skills, nearly all of the studies indicate that it provides a meaningful, collaborative and active learning environment where students can engage with one another and speak English all the time by engaging in meaningful activities through collaboration.

The effect of flipped classroom model on student’s physics learning outcome in work and energy concept

This study aims to knowing the effect of 10 grade students of physics learning outcome on concept of work and energy by using flipped classroom model. This research using quasi experimental research design version with non-equivalent control group pre-test and post-test design. The flipped classroom model is a type of learning model that revenge the learning activity, which is in this model students do not get the learning material from teacher in class directly, however they watched video in the class. The data collected with test of learning outcome techniques that earned from pre-test and post-test. The research result shows of student’s outcomes of the students who taught in flipped classroom model higher than the students who taught in conventional model. The result of this study showed that the average score of the students in control class reached 37.53 (pre-test) and reached 70.7 (post-test), however the experiment class reached 37.88 (pre-test) and reached 78.47 (post-test). It was statistically test using t test showed t stat 3.08 and t-table 1.996. Since t stat > t table, H0 was rejected. As the conclusion, flipped classroom model can improve physics learning outcome on concept of work and energy.

Application of flipped classroom model in theory teaching of urology

Objective To investigate the effect of flipped classroom model in the theory teaching of urology, and to provide a reference for promoting teaching methods. Methods The clinical medicine classes 1 and 2 of 2014 in the five-year undergraduate program, with 120 students in each class, were enrolled, with class 1 as teaching reform class and class 2 as traditional teaching class. The flipped classroom model was applied in class 1, and the traditional teaching method was applied in class 2. Tests and questionnaires were used at the end of the class to evaluate teaching effect. All the data were analyzed by Graphpad Prism 6.1, t test and Chi-square test were used for stabistical analysis. Results There were significant differences between the teaching reform class and the traditional teaching class in the mean score of chapter test [(80.78±9.02) vs. (75.03±7.98), P <0.05] and the mean score of comprehensive quality [(82.09±8.89) vs. (76.34±6.45), P<0.05]. The questionnaire survey showed an overall degree of satisfaction of 98.5% among students; 81.67% of all students actively participated in learning, 91.67% were willing to participate in the teaching with flipped classroom model, 75.84% thought this model improved learning enthusiasm,65% thought it improved the ability of self-study, 73.33% thought it improved their understanding of the learning content, and 84.17% thought it strengthened the communication between teachers and students. Conclusion The flipped classroom model has a better effect than the traditional teaching model in the theory teaching of urology and is easily accepted by students. Therefore, it holds promise for clinical application. Key words: Flipped classroom model; Teaching reform; Urology

FL Flipped Classrooms in a Vocational High-school in China: Students’ Achievements

Despite the rapid growth of flipped classroom in various contexts, research has been silent about implementing and evaluating this method of instruction in vocational high-schools. To fill this gap, this study aims to evaluate the effectiveness of flipped classroom model on two groups of students in a vocational high-school .The school is located in east of China and it aims to train the future flight attendants.66 EFL learners in two levels of proficiency (grade 11, grade 12 ) were assigned into two flipped and two traditional groups. Participants’ pretest and post test scores were compared to measure the efficacy of this model of instruction .Although results indicate a progress in both groups of learners however, the higher level students outperformed compared to their lower lev el counterparts. Based on this, scholars and interested teachers are expected to consider students’ level of proficiency as an influencing factor in a successful implementing of EFL flipped classroom.

Effect of Flipped Classroom Model on Indonesian EFL Students’ Writing Achievement across Cognitive Styles

Recently, there have been a lot of studies examining the effect of the application of flipped classroom model. However, most of the studies focused on students’ achievement without much regard on cognitive styles. This study was aimed to investigate the effect of flipped classroom model on Indonesian EFL students’ writing achievement across cognitive styles (i.e., field dependent and field independent). It involved 58 university students from two intact classes which were divided into experimental and control groups. Both groups were given a pre-test and a post-test to know their writing achievement before and after treatment. The results of the study revealed that the mean score of the students from the experimental group was significantly higher than that of the students from the control group (p &lt; 0.016). This study also uncovered the significantly different interaction of students from each cognitive style.

The Effect of Flipped Classroom Model on Students’ Achievement in the New 2016 Scholastic Assessment Test Mathematics Skills

The flipped classroom model has become more popular and one of the focus of many researchers and teachers in the recent years. The aim of current study is to explore the effect of flipped classroom model on students’ achievements in the new SAT 2016 mathematics skills (Heart of Algebra, Problem solving and data analysis, and Passport to Advanced Math) for the eleventh grade Emirati female students in Al Ain, United Arab Emirates. Specifically, this study aims at determining whether there was a statistically significant difference in student achievements in the new SAT mathematics skills between two groups of grade 11 students. Thus, pretest/posttest quasi-experimental design was applied. The experimental group was taught by flipped classroom model, and the control group was taught by traditional instruction methods. The results revealed that there is a statistically significant difference between the pretest and posttest of the experimental group over the control group the new SAT mathematics skills. Furthermore, the findings suggest that teachers who teach mathematics standardized test skills like SAT can use flipped classroom model to enhance students’ readiness and to improve their thinking skills to simulate the 21st-century skills.