Effectiveness Of Flipped Classroom Research Articles

THE EFFECT OF FLIPPED CLASSROOM ON THE ABILITY OF WRITING DESCRIPTIVE TEXTS OF SEMESTER III STUDENTS

The purpose of this research is to find out how the effect of flipped classroom on colleges’ writing ability of descriptive text for third semester at university of HKBP Nommensen Pematangsiantar. The experimental class achieved the best post-test score of 96 compared to the control class’ score 82.5. Using flipped classroom as a teaching model for writing descriptive text better than teaching writing without flipped classroom. The outcome of the t-test is 4.868. The value of 1.670 was derided by the researcher after referring to the t-table with significance level of 0.05. The t-test result shows that flipped classroom is affective in teaching descriptive text as indicated by the t-value surpassing the t-table value 1.671 at a significance level of 0.05. Ha has been admitted as meaningful, whereas Ho has been rejected. From the analysis, it can be conclude that the academic performance in writing of seventh grade students at University of HKBP Nommesen Pematangsiantar is substantially distinct between individuals who received instruction on writing using the flipped classroom compared to those who didn’t use flipped classroom. Based on the explanation above, it can be inferred that used the flipped classroom as learning model increase the descriptive text writing skills for third semester University of HKBP Nommesen Pematangsiantar.

The Application and Effect Analysis of Flipped Classroom in College English Teaching

This article analyzes the application and effectiveness of flipped classroom in college English teaching, aiming to explore the impact of flipped classroom on students' learning interest, English ability, classroom atmosphere, teaching quality and efficiency. Firstly, the paper outlines the concept and principles of flipped classroom, and elaborates on its necessity in college English teaching. Then, the application of flipped classroom in teaching modes, teaching resources, classroom activities, and the roles of students and teachers was explored. Next, the effects of flipped classroom on student learning interest, English proficiency, classroom atmosphere, as well as teaching quality and efficiency were analyzed. Finally, strategies for optimizing the application of flipped classrooms were proposed, including integrating teaching resource design, enhancing teacher professional competence and collaborative ability, and effectively utilizing diverse evaluation methods. Through the research in this paper, reference can be provided for the application of flipped classroom in college English teaching.

The effectiveness of flipped classroom on scientific literacy and critical thinking improvement

Scientific literacy has a vital role in supporting 21st-century skills. Good literacy skills can directly affect students' thinking abilities, which makes them more creative in solving problems. The low ability of students' scientific literacy and critical thinking is still a problem in the world of education. The application of appropriate learning models and methods can improve student learning outcomes. The goal of this study was to see how the flipped classroom learning model affected the literacy and critical thinking skills of SMAN 3 Yogyakarta grade XI students. The pretest-posttest control design experimental method was carried out on a total of 35 samples from a population of 213 students. The results of the Mann Whitney and Wilcoxon tests obtained a significance of less than 0.05 in both the control and experimental groups for pretest and posttest values. The use of the flipped classroom method effectively improved scientific literacy and critical thinking skill. There is a strong relationship between critical thinking skills and scientific literacy.

Effect of flipped classroom on medical students’ semiology knowledge and skills

Introduction: Flipped classrooms make learners eager to learn actively. it is based on learner-based and active learning methods. The flipped classroom is an educational strategy and a kind of hybrid learning that turns education into a learner-based model in which the class time is spent exploring topics and creating engaging learning opportunities. Methods: During an interventional quasi-experimental research, 90 medical students entered the study. The intervention and control group received flipped classroom and traditional education, respectively. The knowledge and skills of the participants were assessed by a standard checklist approved by the Ministry of Health. Data analysis was done by analytical statistical test after data collection. Results: the mean score of students’ knowledge in performing adult examination, obtaining medical history, and pediatric examinations in all three areas between the two groups after the intervention and two months later was statistically significant (P<0.001). there was a statistically significant difference between the mean scores of students’ skills in performing adult examinations in all three areas (P≤0.001) so that the mean skill score of adult examinations was higher in the intervention group than the control group. there was a statistically significant difference between the mean scores of students’ skills in obtaining medical history (P≤0.001) so that the mean skill score of obtaining medical history was higher in the intervention group than the control group. Also, there was a statistically significant difference between the mean scores of students’ skills in performing pediatric examinations (P≤0.001) so that the mean skill score of pediatric examinations was higher in the intervention group than the control group. Conclusion: Flipped classroom increases knowledge, improves skills in instructing practical semiotics to medical students of physiopathology grade.

Effectiveness of Flipped Classroom in Learning Social Science

The purpose of the study was to find out the effectiveness of flipped classroom in learning social science in Higher Secondary Classes. The experimental method of research was employed to find the effectiveness. The design of this Experimental study wasPre-test Post-test equivalent group design. A sample of 60 III group History students was selected. The flipped classroom video lessons were used in the experimental group and the traditional lecture method was used in the control group. An achievement test was conducted to find the effectiveness of the flipped classroom. The findings revealed that learning through flipped classroom was effective in the attainment of objectives such as knowledge, understanding application and skill development when compared to traditional classroom learning through the lecture method.

Effect of flipped classroom and automatic source code evaluation in a CS1 programming course according to the Kirkpatrick evaluation model

This paper proposes to evaluate learning efficiency by implementing the flipped classroom and automatic source code evaluation based on the Kirkpatrick evaluation model in students of CS1 programming course. The experimentation was conducted with 82 students from two CS1 courses; an experimental group (EG = 56) and a control group (CG = 26). Each student in each group completed 15 programming tasks. The level of knowledge of the participants acquired between the two groups is measured using the Kirkpatrick model, taking as a source a pre-test of previous knowledge, the grade assessment, the time of the activities, and a post-test of learning achieved. When comparing the submits time between the experimental and control group, it is observed that the value of the means is similar for the EG and CG; in this case, time is not a factor for comparison between the groups. However, in the grading, the value of the means is different for the EG and CG; EG students scored better than CG students. The evaluation of the Kirkpatrick model shows that the strategy implemented, on the one hand, does not improve the time of the activities; on the other hand, it improves the grades in the CS1 course.

Flipped Classroom: Its Implementation and Impact in Science Learning (A Case Study During the Covid-19 Pandemic)

Flipped classroom is a sort of blended learning in which students learn both synchronously and asynchronously. Synchronous learning has taken place in the classroom in real time. Learners gather feedback while communicating with teachers and classmates at the same time. This review expects to figure out how is the execution and effect of Flipped Classroom in Science Learning (Contextual analysis During the Covid-19 Pandemic) of Class VIII at SMPN 3 Rantau Bayur. This study used a case study as an approach in exploring qualitative data. This examination is a distinct subjective exploration as a contextual analysis with information assortment methods as polls and meetings. The results of this review demonstrate that the execution and effect of flipped classroom in science learning during the Covid-19 pandemic is positive, particularly for class VIII students in science subjects at SMPN 3 Rantau Bayur with a typical rate gain of 76.7% or the category of ‘very good’. Through the flipped classroom, students have the opportunity to concentrate on the topic at home as they are free to set their learning time. Students become familiar with the topic in an enjoyable situation. Students can repeat the learning videos and they are able to access them from anywhere. Besides, parents can participate in learning activities outside the classroom and make time to help their children learn. However, one of the drawbacks is the lack of devices to watch videos given by the teacher as not all students have computers, laptops, or smartphones. Also, the teachers still find difficulties in preparing good quality videos as learning media for students.

A Flipped Classroom Approach to Improve Nursing Students’ Learning Performance, Critical Thinking Skills, and Learning Satisfaction in a Stroke Care Training Course

The present study explored the effectiveness of presenting a stroke accident training program in three one-hour classes using a flipped classroom approach to traditional classroom teaching to third-year nursing students during their neurological clinical rotation. A quasi-experimental pretest and post-test study is designed to test the flipped classroom's effectiveness in improving learning outcomes. In so doing, eighty diploma nursing and midwifery students in the third-year clinical nursing program were selected from a medical college as the study participants. They were randomly assigned as the control and experimental groups, with 40 and 40 students. During the one-month training program, the control group (the non-flipped classroom) was taught using the traditional teaching method. In contrast, the experimental group (the flipped classroom) was taught in a flipped learning mode. The flipped sessions comprised pre-recorded lectures, online quizzes, and in-class group activities in the course design. Data were collected through a student questionnaire and a knowledge and skill test. Overall, the flipped classroom students did significantly better in learning performance (knowledge and skills), critical thinking and reported higher learning satisfaction (p<0.05). It was concluded that flipped classrooms can positively impact multiple factors within the clinical setting. Being better prepared will help newly graduated nurses care for not just stroke patients but for all patients requiring complex care.

Analysis of the students’ engagement in the process of learning Mathematics using a Flipped-classroom approach to Trigonometry

<span>The COVID-19 pandemic that has hit various regions of the world has an impact on various sectors, including the education sector. This causes teaching and learning activities to be carried out online to minimize the transmission of this pandemic. However, online learning experiences several challenges for both teachers and students, one of which is students’ engagement where students tend to be passive and only accept the material provided by the teacher. This causes teachers to design creative and interesting learning to make students interested and active both emotionally, cognitively and student behavior. Flipped classroom is a learning approach where the teacher guides concepts effectively by creating an interactive learning environment that provides opportunities for students to participate actively. The aims of this research are 1) Knowing the learning design using flipped classroom to increase student involvement in learning mathematics. 2) Knowing the effect of flipped classroom in increasing student’s engagement in learning. The method used is a literature review and quantitative through a questionnaire. The subjects of this study were students of class X who took part in learning mathematics with a flipped classroom approach on trigonometry material. This study resulted in a learning design in the form of a learning design using a flipped classroom to increase student engagement. In addition, based on the results of the questionnaire, it can be concluded that the flipped classroom has an effect on increasing student’s engagement in learning mathematics.</span>

Impact of Flipped Classroom Approach on Students’ Learning in Post-Pandemic: A Survey Research on Public Sector Schools

This research focuses on the increasing dependency on flipped classrooms with the merger of distance teaching and learning instead of face-to-face classrooms during the pandemic, which impacted student’s performance and learning post-pandemic. The primary purpose of this research study was to identify support, motivation, participation, collaboration, assessment, and feedback gained through the use of flipped classrooms with the merger of distance teaching instead of a physical classroom in the pandemic situations and the challenges faced by teachers in using flipped classroom. The main intention is to analyze flipped classroom effectiveness as an emerging concept in a pandemic situation. In this research, a methodology is recommended step by step below in the methodology section—a quantitative research method used to collect accurate and reliable results. A survey research method was used in this study. The populations of 90–73 respondents among higher secondary grade students of the public school in Sukkur were selected for data collection. For managing the data, SPSS statistics software was used. In inferential statistics, an independent-samples t-test was used for the analysis of data. The results were analyzed based on gender mean score. The significant findings from this study suggested that the flipped classroom is a practical learning approach that enhances student engagement, performance, and learning in the class. It is summed up that a large number of students favoured the flipped classroom approach over traditional pedagogy. This study will help to further integrate this approach into higher levels of institutions by keeping in mind its effectiveness and hindrances in Pakistan.

The effect of flipped classroom in multiple clinical skills training for clinical interns on Objective Structured Clinical Examinations (OSCE)

ABSTRACT Aims The flipped classroom (FC) is a hybrid approach, combining online learning and face-to-face classroom activities. To comprehensively evaluate the role of the Flipped Classroom (FC) model in clinical skills teaching of medical interns and investigate the acceptance and recognition of FC and Objective Structured Clinical Examinations (OSCE). Methods In the teaching of clinical skills, the students were further grouped into two groups- A and B (A = 37, B = 42), using a computer-based random digital method. group A adopted the traditional classroom (TC) model, and group B adopted the FC model. OSCE was used to assess the clinical skills of the two groups of interns. Two independent sample t-test was used to analyze the difference of participant’s demographic data and OSCE scores between the two different teaching model. We sent FC questionnaires to group A and OSCE questionnaires to groups A and B. Results The score of OSCE in group B was higher than that in group A (P = 0.024), especially in the heart physical examination (P < 0.050), lung physical examination (P < 0.050), and abdominal physical examination (P < 0.050). The result of the FC questionnaires showed that regarding online courses, most students in group B thought watching videos was a good way to prepare for class (97.6%), For offline courses, most medical interns said that it enhanced their learning ability (88.1%), and they could accept this form of teaching (85.7%). As for the form of OSCE questionnaires, most people in group A and B said that they knew more about this form of assessment (81.0%), that it truly reflected the clinical ability (82.3%). Conclusions FC model has shown good results in clinical skills training, while FC and OSCE can be further promoted in future teaching and assessment.

STATISTICAL ANALYSIS ON THE INFLUENCE OF FLIPPED CLASSROOM TEACHING DURING COVID-19 PANDEMIC

Currently, many educational practitioners do not agree on how flipped classroom affects students’ learning effect. In order to further explore the impact of flipped classroom on students’ learning effect, this paper conducts a quantitative analysis of some flipped classroom experimental and quasi-experimental studies systematically by means of meta-analysis method. The study finds that the random effect model shows that the combined effect is 0.373, reaching the statistical significance level, which indicates that flipped classroom has moderate positive effect on improving students' learning effect. There is no significant difference in the effect of flipped classroom on the learning effect of different subjects and stages, but the effect on primary school students is weaker. Significant differences in the effect on learning outcomes among different knowledge types have been found, and specifically, the flipped instruction is good for the study of practical knowledge, but has less influence on theoretical knowledge learning. Therefore, in the application of flipped classroom, it is necessary to pay attention to the characteristics of different learning objects and types of knowledge, and flipped classroom teaching cannot be used too much in primary school and the teaching of theoretical knowledge during the coronavirus disease 2019 epidemic.

Statistical Analysis on the Influence of Flipped Classroom Teaching on Students’ Learning Effect During the Coronavirus Disease 2019 Epidemic

Currently, many educational practitioners do not agree on how flipped classroom affects students’ learning effect. In order to further explore the impact of flipped classroom on students’ learning effect, this paper conducts a quantitative analysis of some flipped classroom experimental and quasi-experimental studies systematically by means of meta-analysis method. The study finds that the random effect model shows that the combined effect is 0.373, reaching the statistical significance level, which indicates that flipped classroom has moderate positive effect on improving students' learning effect. There is no significant difference in the effect of flipped classroom on the learning effect of different subjects and stages, but the effect on primary school students is weaker. Significant differences in the effect on learning outcomes among different knowledge types have been found, and specifically, the flipped instruction is good for the study of practical knowledge, but has less influence on theoretical knowledge learning. Therefore, in the application of flipped classroom, it is necessary to pay attention to the characteristics of different learning objects and types of knowledge, and flipped classroom teaching cannot be used too much in primary school and the teaching of theoretical knowledge during the coronavirus disease 2019 epidemic.

Effectiveness of flipped classroom vs traditional lectures in radiology education: A meta-analysis.

Background:With the convert of educational concept, flipped classroom has been adopted gradually in radiology courses as a new teaching mode. Considering no evidence has been concluded to illustrate the effectiveness of of flipped classroom over traditional instructor-centered lectures in radiology education, this meta-analysis was conducted to provide empirical evidence for the reform of pedagogical.Methods:Studies were retrieved from six databases, including Pubmed, Embase, Web of Science, Wanfang Data, CNKI, and VIP, from their inception to 16 February 2020. Literature selection and data extraction were completed by two reviewers independently. The effect size of each index was expressed as the odds ratio (OR) for a categorical variable and standard mean difference (SMD) for a continuous variable, each with corresponding 95% confidence interval (95% CI).Results:A total of 19 studies with 2114 participants were deemed to be eligible for inclusion. The results of this meta-analysis indicated that: the newly emerged flipped classroom represented significant advantage versus traditional lecture in improving theoretical performance (SMD 1.12, 95% CI 0.61–1.63, P < .001), as well as in cultivating students’ practical skills (SMD 2.59, 95% CI 1.69–3.59, P < .001). In the subjective findings of investigation, more positive responses were attained in students who took radiology subjects in flipped classroom, covering course satisfaction (OR 1.70, 95% CI 1.35–2.14, P < .001), improvement of teamwork ability (OR 1.80, 95% CI 1.21–2.67, P = .004), self-directed learning and reflection (OR 1.98, 95% CI 1.31–2.97, P = .001), and subjective cognition on consolidation of knowledge mastery (OR 1.38, 95% CI 1.19–1.60, P < .001).Conclusion:Flipped classroom displays multiple advantages versus traditional lecture-based teaching mode, which is well worth further promoting and applying in the process of radiology education.

Flipped Classroom: Its Effects on ESL Learners’ Critical Thinking and Reading Comprehension Levels

This experimental study investigated the effects of flipped classroom in enhancing critical thinking and reading comprehension levels of 212 senior high school ESL learners in the Philippines; half of which received the conventional lecture-discussion approach to instruction and the other half received flipped learning approach. Both the control and the experimental groups were subjected to equal number of 15 instructional sessions. In order to establish the baseline data for each group in the critical thinking variable and the reading comprehension variable, pretests were conducted and were subsequently compared to posttest results. The t-test of two independent samples assuming equal variances was used to determine if there was a significant difference between the flipped classroom approach and the lecture-discussion approach with regard to enhancing critical thinking and reading comprehension levels. Results reveal that in both approaches, there were improvements in the critical thinking levels and the reading comprehension levels of the respondents. However, the results reveal that the respondents who received instruction using the flipped learning approach significantly outperform the respondents who received conventional instruction.

Effectiveness of flipped classroom combined with team-, case-, lecture- and evidence-based learning on ophthalmology teaching for eight-year program students

BackgroundThis study aimed to investigate the benefits and challenges of the flipped classroom combined with team-, case-, lecture- and evidence-based learning (FC-TCLEBL) for ophthalmology teaching for eight-year program students.MethodsFC-TCLEBL and the traditional lecture-based classroom (LBC) were compared based on student and teacher feedback questionnaires, student learning burden, and scores on standardized tests as well as their effects on the abilities of clinical thinking, scientific research, active-learning, practical application, humanistic care and communication with patients.ResultsBoth the students and teachers were more satisfied with the FC-TCLEBL model. More students in the FC-TCLEBL group agreed that the course helped them to develop skills in creative thinking, problem solving, and teamwork. Students in the FC-TCLEBL group spent significantly more time preparing for class than those in the LBC group, but the time spent on review was significantly lower in the FC-TCLEBL group. The students from the FC-TCLEBL group performed better in a post-test on diabetic retinopathy (DR) as compared to the LBC group.ConclusionsFC-TCLEBL teaching model is effective and suitable for ophthalmology teaching.

The Effectiveness of Flipped Classroom in Teaching Grammar of EFL Students

The purpose of this research was to investigate the effect of using the flipped classroom strategy to students’ grammar mastery. To apply the strategy the researcher selected some videos from YouTube which was being studied by the students. These videos were chosen based on the students’ text book. Then, she uploaded those videos on group WhatsApp of experimental group before class. The videos were watched by the experimental group at home before class in order to give them basic knowledge of the material used by the students in the class. The class meeting is used to check the students understanding of the materials by quiz. The students also were asked to complete tasks in groups. Meanwhile, the students from the control group were taught by grammar translation method. It was obvious from the post-test analysis that applying the flipped classroom strategy was able to enhance the students’ grammar performances, as the t score is higher than t table, which means that there was significant different between control and experimental group which were taught by using flipped classroom.

Application of flipped classroom in the experiment teaching of emergency and critical care nursing

Objective To explore the effects of flipped classroom on the experiment teaching of emergency and critical care nursing. Methods The nursing undergraduates in grade 2014 of Shandong University of Traditional Chinese Medicine were randomly divided into the experimental group and the control group. The traditional teaching model was used in the control group, while the experimental group adopted the flipped classroom teaching model. Students in the experimental group watch micro videos for preview before class, carry out review, discussion, answering, group exercise, guidance, displaying, communication and teacher commenting in class, and undergo summarizing and evaluation after class. The theoretical and operational test scores of the two groups were compared, and the evaluation data of the experimental group students on the effect of flipped classroom teaching model were collected. Results The theoretical scores and experimental scores of students in the experimental group were higher than those in the control group respectively [(82.51±5.03) vs. (77.36±5.48) and (94.35±3.16) vs. (88.02±4.27), respectively], and the differences were statistically significant (P=0.011, 0.000). A total of 92.1% of the students in the experimental group said they liked the teaching model, and 90.3% wanted to continue using the flipped classroom teaching mode. Conclusion The flipped classroom teaching model is highly regarded by the students, and the application of it is helpful to improve students' comprehensive performance. Key words: Flipped classroom; Emergency and critical care nursing; Application

The effect of flipped classroom and project based learning model on student’s critical thinking ability

The challenge of industrial revolution 4.0 in education demand innovative and student-centered learning, which is based on information and communication technology, and be ready to compete with another scope. The research purpose is to know the effect of the flipped classroom and the project-based learning model on student’s critical thinking ability. The research sample is 38 students. The learning material is about The Substance Changes. The data collection used observation, questionnaire, and test. The result showed that the combination of Flipped Classroom and Project Based Learning Model gives the effect on student’s critical thinking ability with the significant value <0.05. The critical thinking aspects like elementary clarification, basic support, inference, and advance clarification showed that the average of gain is 0.39(medium category). The Flipped Classroom and Project Based Learning Model were integrated with the website so the student could easily access the learning material. The models contributed an interesting, effective, the student-centered learning process. Besides, they also improve the student’s ability and enthusiasm to solve the problem of daily life.

Study on the teaching effect of ECG flipped classroom

Objective To explore the effect of flipped classroom in ECG teaching. Methods During the electrocardiogram elective course of China Medical University, a total of 106 clinical medicine students of Grade 2013 were selected as the experimental group, and 107 clinical medicine students of Grade 2012 were selected as the control group. The experimental group adopted the micro-class-based flipped classroom teaching, while the control group used traditional teaching. At the end of the course, the two groups of students were given a unified examination, and the experimental group students were surveyed. A t-test was performed on the scores between the groups using SPSS 16.0. Results The average score of the students in the experimental group was (37.1±6.1), which was higher than that of the control group (28.1±6.7). The difference was statistically significant (P=0.000). The average score of theoretical knowledge assessment was (38.1±5.1) in the experimental group and (37.5±4.4) in the control group. The difference was not statistically significant (P=0.402). The effective recovery rate of the questionnaire in the experimental group was 100%, and the satisfaction of each item was above 81.0%. Conclusion The application of flipped classroom in ECG teaching can improve the teaching effect of ECG case analysis and strengthen the students' comprehensive analysis ability of ECG. Key words: Microclass; Flipped classroom; Electrocardiogram