Flipped Classroom Learning Research Articles

Effects of Flipped Classroom Learning on Perception in Genetics Concepts among Secondary School Students in Gusau, Zamfara State, Nigeria

The study examined the effects of flipped classroom learning on perception in genetics concepts among secondary school students in Gusau, Zamfara State, Nigeria. The research design employed was quasi-experimental; specifically, pre-test, post test, non equivalent control group design. A sample of 279 SS 3 Biology students drawn using multistage sampling technique from 5,804 SS 3 students for 2020/2021 session from 29 senior secondary schools in Gusau Local Government Area, Zamfara State, Nigeria. Students’ Perception of Genetics Concepts Scale (SPGCS) was the instrument used in collecting data, as Pretest and Post-test. A reliability coefficient of 0.98 was found using Cronbach’s alpha. The data were analysed using mean, standard deviation and Independence Z-test at 0.05 level of significance. Results indicated that students taught using Flipped Classroom Learning possessed high level of perception in genetic concepts than those exposed to lecture method with significant difference in the mean perception scores. The findings equally indicated the insignificant difference between the perception of male and female students exposed to Flipped Classroom Learning. The study recommends among others that Biology teachers should be encouraged to use Flipped Classroom Learning as the main teaching strategy to improve students’ perception in genetics concepts in senior secondary schools. Similarly, Biology teachers should be trained by the Ministry of Education and other education agencies on effective procedures for implementing Flipped Classroom Learning for high level of perception in genetics concepts.

Research on Measures to Improve Students’ Learning Effectiveness by Improving the Classroom Teaching Model

The importance of an effective classroom teaching model in enhancing students’ learning does not need to be overemphasized. With the development of society and the evolution of educational needs, the demand for innovative teaching strategies to meet different learning needs is also constantly developing. This article discusses various classroom teaching models, including traditional, flipped classroom, and project-based learning, and studies their advantages and disadvantages. By summarizing past literature, the study identifies the gaps in the current teaching model and puts forward strategies to solve these shortcomings. The research results show that although there is no single model that is universally valid, a hybrid method combining different models may improve learning outcomes. The government needs to formulate policies to emphasize the importance of teaching, schools need to provide a platform for teachers’ communication and students’ practice, and teachers also need to use scientific and technological tools to attract students’ attention in the classroom.

Pengaruh Model Pembelajaran Flipped Classroom Terhadap Literasi Numerasi Siswa Kelas VIII SMP Swasta Gajah Mada

Mathematics plays an important role in everyday life, including in the development of human thinking power, science, and technology, although it seems unreal and abstract. This study aims to determine the Effect of the Flipped Classroom Learning Model on Numeracy Literacy of Class VIII Students of Gajah Mada Private Middle School. The methodology of this study uses a quantitative quasi-experimental research type with a posttest in two classes. The population of this study were students of class VIII A, VIII B, VIII C at Gajah Mada Private Middle School with a total of 80 students. The sample in this study was class VIII B, and VIII C. The data sampling technique was carried out using the cluster random sampling technique. Data analysis was carried out with a posttest in both classes. Based on the results of the study, it can be concluded that "The Effect of the Flipped Classroom Learning Model on Numeracy Literacy of Class VIII Students of Gajah Mada Private Middle School". The data of this study are quantitative data obtained from the numeracy literacy test. Data analysis using the t-test. The results of the data analysis show that the ability of numeracy literacy in the Flipped Classroom learning model is higher than numeracy literacy without using the Flipped Classroom learning model. Thus, the flipped class learning model has an effect on students' numeracy literacy.

Gamification Powered by a Large Language Model to Enhance Flipped Classroom Learning in Undergraduate Computer Science

The flipped classroom in computer science has become a popular pedagogy where students complete preparatory reading and videos before class, leaving class time for hands-on practice. In theory, students come to class predisposed with knowledge to complete programming tasks, quizzes, and homework assignments. However, if students do not complete or do not fully understand the preparatory material, those students will not be equipped for class and may also be embarrassed to ask questions during class. In this study, we created a gamified quiz that is powered by a Large Language Model (LLM) that loads in questions from the flipped content transcripts. The game offers students a fun assessment after completing the flipped content that will both motivate them and prepare them for class. The game also provides an anonymous way for students to ask questions as they progress through the game content. Those questions can then be analysed by the instructor and reviewed in class. The study compares in-class quiz scores of a control group versus a group that had access to the gamified quiz in an undergraduate software engineering course over three consecutive course modules. The results obtained from both quantitative and qualitative data are promising, showing an increase in student in-class quiz scores along with positive student engagement with the gamified quiz. Students also reported that the game made them more comfortable with asking questions. Future work would extend this research to more students and over a longer period. The LLM and gamification also have much potential, where games can be created dynamically and be customized and personalized for each student's needs. This work shows an exciting gap in research that could lead to gamified experiences for students in the flipped model that are both relevant and personalized with the use of a LLM, offering the students the greatest chance for success.

Students Conceptual Understanding Abilities Through Flipped Classroom Learning

Students Conceptual Understanding Abilities Through Flipped Classroom Learning

A bibliometric review of flipped classroom approaches for enhanced students’ language learning

The widespread use of contemporary flipped classrooms for teaching, especially in language learning, provides new insights. Flipped classrooms are two important aspects of language learning that produce impactful outcomes and understanding. It is essential that these processes be used to strengthen the system of language learning. We used PRISMA statement templates for bibliometric analysis. The analysis is based on publications from 2014 to 2023. We examined and analyzed 309 databases from Scopus to gain insights into flipped classrooms and language learning. Concurrently, distinct inclusion and exclusion standards were applied for the screening process. Through a bibliometric analysis, we have determined the distribution of publications on the impact of flipped classrooms on language learning between 2014 and 2023. Additionally, we have identified the most significant journals and authors, the prominent countries engaged, the primary research keywords, and the key subject areas explored. This study illustrates trends and suggestions for flipped classroom and language learning. Suggestions are also made to improve students’ academic performance by making full use of the effects of flipped classroom on language learning.

Development of E-Module in Problem-Based Learning (PBL) on Biotechnology Material to Increase Learning Independence and Understanding of Concepts for Class XII SMA Students

The aim of this study are determine the feasibility of developing an e-module in problem-based learning (PBL) with the flipped classroom learning method on biotechnology material to increase students' learning independence and understanding of concepts; determine the practicality of developing e-modules in problem-based learning (PBL) using the flipped classroom learning method for biotechnology material to increase students' learning independence and understanding of concepts; determine the effectiveness of e-module development in problem-based learning (PBL) using the flipped classroom learning method for biotechnology material to increase students' learning independence and understanding of concepts. The results of this research indicate that the e-module in problem-based learning (PBL) with the flipped classroom learning method is stated: very suitable for use based on the assessment of material experts with a value of 3.8 conversion 95 with a very feasible category and the assessment of media experts with a value 4.00 100 conversions with very decent category; very practical to use based on the results of the Biology Teacher's assessment with a score of 4.00 conversion 100 in the very feasible category and student assessment with a score of 3.87 conversion 97 in the very practical category; is effectively used to increase learning independence and conceptual understanding of phase F students based on the MANOVA test p < 0.05. The development of an e-module in problem-based learning (PBL) using the flipped classroom learning method on biotechnology material is feasible, practical and effective to use.

Improving 4C Skills Through the Application of Gamification-Based Interactive Evaluation Media Using Flipped Classroom Integrated Project Based Learning Model

This study sought to ascertain how well students' 4C skills were improved by utilizing gamification-based interactive evaluation materials in conjunction with a flipped classroom and project-based learning approach. Pre-experimental research with a quantitative approach and one sample class was the methodology employed in this study. Students enrolled in the Jambi University Chemistry Education Study Program's course on chemistry learning curriculum creation served as the study's samples. A questionnaire was used to collect data on the 4C competencies of the pupils. The normalcy of the variation in the students' 4C skills outcomes was examined. The data from the sample class is normally distributed and parametric tests can be performed if the significance value is higher than 0.05. In this study, one sample t-test was employed for hypothesis testing. To find out how well gamification-based interactive evaluation materials combined with a flipped classroom and project-based learning approach improve 4C abilities, hypothesis testing was done. The study's conclusion is that students' 4C skills can be effectively improved by implementing gamification-based interactive evaluation materials in conjunction with a flipped classroom and project-based learning approach.

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.

Pengaruh Penerapan Model Project Based Flipped Classroom Learning Terhadap Hasil Belajar Akuntansi Keuangan

This research aims to prove whether or not there is an influence from implementing the project based flipped classroom learning model on student learning outcomes in the introductory financial accounting course. This type of research uses a quasi-experimental research type with the matching-only posttest-only control group design. The subjects in this research were entry-level students at the Economics Education Study Program, Faculty of Teacher Training and Education, Jambi University. The data collection instruments in this research used test questions. The data analysis technique in this research uses descriptive data analysis techniques and comparative tests of two independent samples. This research obtained results that the average score of the experimental class was higher than the control class and based on the Mann Whitney U test, there was a significant difference between the scores of the experimental class and the control class, which can be concluded that there was an influence of the application of the project based flipped classroom learning model on the results students study in an introductory financial accounting course.

Impact of Teaching Methods on Clinical Reasoning in Forensic Medicine: A Quasi-Experimental Study.

To compare the effectiveness of flipped classroom and video-assisted learning techniques with didactic lectures in promoting clinical reasoning skills in Forensic Medicine. Quasi-experimental study. Place and Duration of the Study: Department of Forensic Medicine, Dow International Medical College and Dow University of Health Sciences, Karachi, Pakistan, from May to October 2023. The study included 114 third-year medical students divided into three predefined tutorial groups. Over four weeks, within the Forensic Medicine respiratory module, each group was taught one topic per week using a distinct teaching strategy: Traditional lectures (TL) for the first group, flipped classroom (FC) method for the second group, and video-assisted teaching (VAT) for the third group. Students' learning achievements and clinical reasoning skills were assessed through a pre-test, post-test, and revision post-test. Pre-test scores showed no significant differences among the groups (p = 0.655). However, post-test scores differed significantly (F2:111 = 11.93, p <0.001). Tukiye's test indicated that the mean score for the FC group was significantly different from the TL group (p = 0.003) and the VAT group (p <0.001), but there was no significant difference between the TL and VAT groups (p = 0.422). The revision post-test indicated a significant decrease in mean scores across all groups, regardless of the instructional approach (p <0.001). The FC approach for teaching clinical reasoning in Forensic Medicine shows promising results, effectively improving student performance and learning experience. Flipped classroom, Video-assisted teaching, Clinical reasoning, Forensic Medicine teaching.

A Flipped Classroom Learning Model Based on Social and Emotional Learning to Improve the Pancasila Student Profile Values in Science and Environment Learning

This research is motivated by the low Pancasila student profile values in elementary school students, caused by suboptimal learning processes that need to facilitate active student interaction, provide more time for individualized approaches, support 21st-century skills, focus on character development, and leverage technology. Hence, there is a need to develop a learning model that addresses these aspects. This research aims to develop a flipped classroom learning model based on social and emotional learning that is valid and effective in improving the Pancasila student profile values in elementary school students. This research employs the ADDIE model for development and involves nine validators and 200 elementary school students. The research instruments include observation sheets, validation questionnaires, and Pancasila student profile questionnaires. Data analysis techniques include descriptive statistical analysis and T-test statistical analysis using the JAMOVI application. The results of this study demonstrate that the developed flipped classroom learning model based on social and emotional learning is valid and effective in improving the Pancasila student profile values in elementary school students. The implications of this research can serve as a foundation for developing and enhancing the Pancasila student profile values in elementary school students.

The Practice of Blended Learning integrated with Flipped Classroom——an example of Construction Laws and Regulations

The Flipped Classroom and Blended Learning exhibit inherent logical coherence. All four primary modes of blended learning have the intrinsic characteristics of the reversal of knowledge imparting and knowledge internalization. So the blended learning demonstrates superior educational outcomes with joint application of Flipped Classroom. The teaching team of the "Construction Laws and Regulations" course in Yunnan University has redefined the course objectives and reset the content of this curriculum based on the characteristics of the college, orientation of major, and students' basic situation. Then Blended Learning approach integrated with Flipped Classroom have been implemented, which has yielded favorable outcomes.

Analysis of Students’ Conceptual Understanding on Colloidal Materials Through the Flipped Classroom Learning Model Integrated Peer-Instruction

Analysis of Students’ Conceptual Understanding on Colloidal Materials Through the Flipped Classroom Learning Model Integrated Peer-Instruction

Development of Flipped Classroom Learning Design Assisted by Digital Storytelling Media in the Photography Course for Visual Communication Design Students in The Bachelor's Program at STIE Asia Malang

This study aims to develop a flipped classroom instructional design assisted by digital storytelling media for the Photography course for undergraduate students of Visual Communication Design at STIE Asia Malang. The approach of project-based learning integrates the use of technology and active learning methods to enhance the effectiveness of learning. The Research and Development design used the instructional design proposed by Degeng &amp; Degeng (2018). It divided into three phases of instructional design formation, namely 1) analysis of learning conditions, 2) development of learning strategies, 3) development of outcome measurement procedures. The results of the study show that this instructional design is effective in increasing student engagement and active participation. Students are more involved in the learning process, more motivated, and better able to apply the knowledge they have gained in real projects. Additionally, their learning outcomes significantly improved in both conceptual understanding and practical application. The efficiency of this design is also evident from the optimization of learning time, where students can utilize out-of-class time to study the materials, while in-class time is used for more interactive discussions and collaborative projects.

Pengaruh Model Pembelajaran Flipped Classroom Terhadap Hasil Belajar IPAS pada Kelas V di SDN 18 Balimbing

Based on observations of the learning process carried out at SDN 18 Balimbing, the learning process in science subjects is still teacher centred. In this case the teacher still explains the learning material from beginning to end, where students are not involved in the process of discussing the material. When the teacher is explaining the material, there is no student involvement in discussing the material, not all students pay attention and lack concentration in listening to the teacher's explanation and there are also students who carry out other activities that are not related to the current learning. This type of research is quantitative research using a Quasy Experiment approach. The population in this study was class V students at SDN 18 Balimbing. The samples for this research were class V.A as the experimental class and V.B as the control class, each consisting of 16 students. The data collection technique uses a test in the form of 40 objective questions, then the resulting data obtained is analyzed using the t-test. The results of this research show that the average score for the experimental class is 80.62, while the average score for the control class is 67.81. Based on the t-test calculation, the tcount ˃ ttable value is 3.364 ˃ 2.042, meaning there is a significant difference in learning outcome values ​​at the significance level ɑ 0.05. Thus, it can be concluded that the use of the Flipped Classroom learning model influences learning outcomes in class V science and science subjects at SDN 18 Balimbing

Penerapan Flipped Classroom untuk Meningkatkan Kemampuan Berpikir Kritis Siswa pada Pembelajaran Agama Katolik

Purpose – The critical thinking ability of students forms the foundation for developing competent learners. This critical thinking ability can be facilitated through the application of the Flipped Classroom learning model. The purpose of this research is to understand the implementation of the Flipped Classroom model to enhance students' critical thinking skills in Catholic religious education.Method – This research method used by researchers is qualitative. Data collection techniques were carried out through observation, interviews, and documentation. Data processing techniques are done through data reduction, data display, and conclusion drawing.Findings – The findings of this study indicate that improving students' critical thinking skills in Catholic religion learning can be done in two ways, namely the application of the Flipped Classroom learning model refers to discussion preparation and discussion activities as well as through interpretation, analysis, evaluation and inference. Research Implications – This research has relevant implications for the Flipped Classroom learning model on improving students' critical thinking skills. However, this research is limited by its focus on a conceptual approach without empirical testing so further research is needed to test the applicability of the learning model theory in actual practice in an educational setting.

Research on the Cultivation of Primary School Chinese Core Literacy from the Perspective of Information Technology Media

In 2024, Huai Jinpeng, secretary of the Party Group and Minister of the Ministry of Education, pointed out in his speech at the National Education Conference that we should "strengthen the reform and innovation of education and teaching, and constantly explore and practice new teaching methods and means". Nowadays, cultivating primary school students' Chinese core quality has become an important direction of primary school Chinese classroom reform, the core of which lies in cultivating students' individual cognition and application ability of Chinese. Based on this, this paper breaks down the cultivation concept of primary Chinese core quality into individualized learning orientation, teaching orientation of students' subjectivity and feedback mode of multiple evaluation. The paper deeply integrates the use of information technology media with primary school Chinese teaching, and puts forward the cultivation mode of primary school Chinese core quality under the vision of information technology media. This model includes three parts: deep interaction of teaching and research, flipped classroom learning model, multiple evaluation and intelligent data management, in order to help the reform of the primary school Chinese core literacy training model.

The Effect of Flipped Classroom and Project-Based Learning on Engagement and Learning Outcome in Higher Education

This study aims to determine the impact of the integration of the flipped classroom learning model and project-based learning on student involvement and learning outcomes in multimedia learning. This research is important to fill the gap in empirical data regarding the effectiveness of these learning strategies. The method used is a quasi-experiment design, comparing the experimental group that applies the flipped classroom model and project-based learning with the control group that uses conventional methods and project-based learning. Data collection was carried out through pretest and posttest, as well as student engagement surveys, with one-way ANOVA analysis. The results showed that the experimental class had an average student involvement score of 85.36, an efficacy score of 83.70, and a self-regulated learning score of 79.90. Meanwhile, the control class had an average student engagement of 80.42, an efficacy score of 82.71, and a self-regulated learning score of 77.24. The posttest t-test showed a significance value of 0.035, which was smaller than 0.05 (sig. 0.035 &lt; 0.05), so the null hypothesis (H0) was rejected and the alternative hypothesis (H1) was accepted. This means that there is a significant difference in multimedia learning outcomes between students who use the flipped classroom approach and project-based learning compared to those who follow the conventional model. These results prove that the flipped classroom and project-based learning methods are more effective in improving learning outcomes and student involvement in multimedia learning. These findings provide valuable insights for future learning development.

Research on applying flipped classroom and digital learning to high school programming courses

The objective of this study is to investigate how flipped classrooms affect education in high school programs. Although many studies have pointed out that flipped teaching can improve the learning experience and can evaluate learning effectiveness through classroom activities, it may also make it difficult for teachers to grasp students' learning status and behavior, and flipped teaching is used in high school programming course recognition and satisfaction Empirical research is somewhat lacking. Accordingly, this research applies the flipped teaching method to high school programming courses and gathers data on students who watch instructional videos. Through research data analysis, it is found that 51% to 93% of students will actively watch the designated instructional videos before class, and some students will repeat Watch the video (1.3 to 1.8 times), and most students will watch it again during the group project design. In addition, most students have the habit of adjusting the video speed to self-regulate their learning (1.4 to 1.5 times). The questionnaire results indicate that most students prefer the flipped classroom learning method (3.48 to 4.01 points). Through this study, we understand the students' mode of digital learning in programming courses, and we know that flipped classrooms can improve the learning satisfaction of programming courses.