Classroom Method Research Articles

Evaluation of Knowledge, Skill and Satisfaction Level of Laboratory Sciences Students in Pre-laboratory Immunohematology Course Using Virtual Flipped Classroom

Background: Medical education emphasizes the importance of facilitating deep learning, promoting professional behavior, and fostering skillful problem-solving in practical courses. Objectives: To determine student satisfaction, knowledge, and skill levels using the virtual flipped classroom method for the pre-laboratory immunohematology course in laboratory sciences. Methods: This semi-experimental (before-after) study included 42 laboratory science students who completed the practical immunohematology course. The intervention involved three steps of the virtual flipped classroom method. Knowledge was assessed with multiple-choice questions (MCQs), satisfaction was measured using a rating scale, and students' skills were evaluated using a rating scale. Data were analyzed using descriptive and analytical statistical tests in STATA 14. Results: The results showed that the post-test knowledge score had an average of 7.42, significantly higher than the pre-test score of 4.04 (P < 0.05). Additionally, 92.85% of students reported being satisfied with the course. Regarding skill evaluation, 95.23% of students stated, "I think I have now really achieved it or a part of it." Conclusions: The virtual flipped classroom method in the immunohematology pre-laboratory course had a positive impact on students' learning and satisfaction. This teaching approach has the potential to improve teaching effectiveness, create an interactive learning atmosphere, and could be implemented in similar courses.

Flipped Classroom in the Czech Republic

The Flipped Classroom approach, advocated since the 1990s by scholars such as Alison King, Eric Mazur, Maureen J. Lage, Glenn J. Platt, and Michael Treglia, involves students independently learning theoretical content before class via e-learning resources like video recordings and self-directed programmes. This allows educators to use class time for discussions and scaffolding as students engage in problem-solving tasks individually and in groups. Notable milestones include the establishment of Khan Academy in 2004, MEF University's adoption of flipped teaching in 2011, the founding of the Flipped Learning Network in 2016, and the extensive use of e-learning during the COVID-19 pandemic. This paper examines implementing a flipped classroom project in environmental education in the Czech Republic. In 2018, three academics from different universities initiated the flipping of environmental education courses. The research, framed as combined action research, employed a questionnaire as the primary tool. Data were collected twice: in 2021, at the end of mandatory online teaching due to the COVID-19 pandemic, and in 2024, after three years of regular education. Responses from 288 students were analysed using standard statistical methods, while open-ended responses from 82 students and interviews with four university lecturers were qualitatively assessed. The findings underscore the benefits of electronic materials, particularly students’ appreciation for interactive elements, time flexibility, and the ability to review content multiple times. Students' willingness to watch digital lectures at home decreased post-pandemic, and the perceived efficacy of this method was higher among students during the pandemic. Although students find the flipped classroom method effective, they favour its combination with traditional teaching methods. Educators, cognisant of the method's potential, interpret these results as indicative of “virtual environment fatigue”, noting students’ reluctance to prepare in advance as a significant barrier. They advocate for the widespread implementation of the flipped classroom model across faculties to optimise instruction and eliminate the need for switching between traditional and flipped approaches. This study offers a practical example and insights for educators seeking to integrate the flipped classroom methodology with e-learning tools into their teaching practices.

EDUCATION OF REFUGEE CHILDREN WITHIN THE INTREF PROJECT FRAMEWORK

Amidst growing migratory movements and hurdles of assimilation, the INTREF initiative strives to craft a comprehensive strategy for the schooling of refugee children, melding e-learning, emotional and social support, along with adaptable teaching methods. This endeavor learns on principles like linguistic diversity, cross-cultural skills, and customizing the educational journey, crucial for assimilation and triumph within academic settings. Studies indicate the indispensability of bespoke linguistic assistance, cognizance of cultural variances, and personalized educational tactics for the seamless school transition and societal assimilation of children in refuge. The project devised a survey instrument aimed at evaluating the baseline educational scenario in the participating nations and formulating education plans tailored to specific needs. This survey zeroes on four pivotal areas: linguistic proficiency, cross-cultural consciousness, embracing diversity, and pedagogical customization. Feedback from 31 students, 30 teachers and 28 parents revealed a pressing need for augmented linguistic aid in Slovenia, heightened cross-cultural understanding, and classroom method modification to enrich the academic experiences of culturally diverse children. The findings also underscore a discernible discrepancy between the perspectives of educators versus those of parents and children. The insights from this survey lay the groundwork for creating innovative instructional units and resources, finely adapted to the needs of children in refuge. By forging links between theoretical insights and practical application, as well as among various educational stakeholders, INTREF is ready to enrich the discourse and practices surrounding inclusivity, and endeavor made increasingly pertinent by the recent global disruptions, including the migratory dilemma and the COVID-19 outbreak. Keywords: educational system, individualization of education, integration practices, intercultural competence, refugee children

<b>Translanguaging in EFL Classrooms: Practice and Implications for Lecturers from Students’ Lens</b>

Translanguaging, introduced by Cen William, refers to using two or more languages in the same lessons in a bilingual classroom. Although sharing certain similarities with code-switching as a phenomenon, Translanguaging has been developed to be a teaching method in EFL classrooms as an adaptive, innovative response to the dynamic changes in the modern scenario in which internationalization and digitalization are the central influential factors. However, in the Vietnamese context, Translanguaging is still questionable among stakeholders as it challenges the well-established ELT traditional approaches. The study sought to uncover contextual insights regarding the use and efficacy of translanguaging in EFL classrooms by analyzing quantitative and qualitative data. An online survey, with both Likert-type items and open-ended questions, was administered to collect data from 183 university students from a university in Ho Chi Minh city. In addition, qualitative data were obtained from semi-structured interviews with ten students from the same group. Although the findings show positive aspects of translanguaging in action, they also reveal the challenges that the theories provide for both the instructor and students in acquiring English at the tertiary level.

Assessing the effectiveness of flipped classroom teaching–learning method among undergraduate medical students at gondar university, college of medicine and health sciences: an interventional study

IntroductionThe flipped classroom teaching–learning method has been increasingly adopted in higher education to enhance student-centered learning. Despite its growing popularity, limited evidence exists regarding its effectiveness in medical education in Ethiopia. This study aimed to assess the impact of the flipped classroom method on academic performance, student engagement, and satisfaction among undergraduate medical students at Gondar University, College of Medicine and Health Science.MethodsA quasi-experimental study was conducted involving 100 s-year undergraduate medical students, divided into two groups: the flipped classroom group (n = 50) and the traditional lecture-based group (n = 50). The flipped classroom group received online instructional materials before class, while classroom sessions focused on interactive activities. The traditional lecture-based group attended conventional lectures followed by homework assignments. Data were collected using pre- and post-intervention tests to measure academic performance, the Student Engagement Scale to gauge engagement, and a validated questionnaire to assess student satisfaction. Data were analyzed using Statistical Package for the Social Sciences version 25, with descriptive statistics, paired t-tests, independent t-tests, and Chi-square tests employed to interpret the findings.ResultsThe flipped classroom group demonstrated a significant improvement in academic performance, with mean pre-test and post-test scores of 65.2 ± 8.1 and 78.6 ± 6.9, respectively. In contrast, the traditional lecture-based group had pre-test and post-test mean scores of 62.8 ± 7.5 and 74.2 ± 8.3, respectively. Additionally, the flipped classroom group showed higher levels of student engagement mean scores of 4.5 ± 0.8 and satisfaction mean scores of 4.2 ± 0.7 compared to the traditional lecture-based group, which had engagement mean scores of 3.8 ± 0.6 and satisfaction mean scores of 3.9 ± 0.5. Chi-square tests showed a statistically significant association between the teaching method and both pass/fail rates and participation in activities, but not a significant association with gender distribution.ConclusionThe flipped classroom approach proves to be a superior teaching method, promoting better academic outcomes and greater student engagement and satisfaction. This study adds to the growing body of evidence advocating for the implementation of flipped classrooms in medical education.Trial registrationNot applicable.

Use of active methodologies with ICT in teacher training

The era of knowledge demands educators committed to innovation, which requires providing training to teachers through active methodologies in environments that encourage dialogue, feedback and stimulate their creative and critical thinking. A study is presented that details the experience of upper secondary and higher education teachers, who took part in training that involved the use of active methodologies with the support of technological tools in the classroom. The methodological design was under a qualitative phenomenological approach; A structured interview was applied in which 32 teachers participated. The results show that the combination of active methodologies and the use of ICT in teacher training is effective in providing them with the possibility of transferring their experiences to students. The interviewees agreed that practicing gamification and the flipped classroom method was the most complicated, as it required greater expertise to design and implement it. It is concluded that it is crucial to address the challenges associated with the implementation of these practices, as well as to make the most of the transformative potential of this synergy between innovative pedagogy and digital tools.

Studying the Effectiveness of the Flipped Classroom Teaching Method for Promoting Education Students' Academic Performance and Learning Outcomes in Saudi Universities (A Comparative Study)

This study examines whether the flipped classroom teaching method effectively improves the academic performance and learning skills of education students in Saudi universities, unlike traditional lecture-based pedagogies. Guided by constructivist learning theory, the research employs an autoethnographic methodology based on the experiences of the author as a student and educator in Saudi Arabia and Australia. This study examines how flipped classrooms integrate technology, student autonomy, responsibility for learning, engagement, and satisfaction. therefore, the flipped classroom is an educational approach that delivers theoretical content to students via videos or online learning materials to be studied at home. In classroom sessions, it focuses on practical activities, discussions, and problem solving, which enhances understanding and practical application of concepts, and increases student engagement. Results from this study indicated positive effects on the student's academic achievements and involving them in more interactive learning. This study suggests that adopting the flipped classroom method could result in relatively better academic preparation for modern educational challenges in Saudi higher education. A future empirical research that examines the effectiveness of the flipped classroom method on education students in Saudi universities is recommended. In order to make generalizations based on the findings, non-probabilistic sampling must be applied.

Impacts of backgrounds on students’ self-regulated learning in a flipped classroom setting

ABSTRACT This study investigated the impact of students’ background variables (gender, grade level, and major) on their self-regulated learning in a flipped classroom setting. This study implemented the flipped classroom method in a general education course, “Data Science with Excel.” The “self-regulated learning skill scale” questionnaire was used to examine the impact of students’ self-regulated learning skills (goal setting, learning environment setting, learning strategy, time management, and help-seeking) in a flipped classroom for 66 valid participants. The results indicated that, in terms of the gender factor, females reported more help-seeking behaviors than males. It was also found that major had a significant influence on self-regulated learning. Students from the College of Humanities and Applied Science were more likely to manage their time and set goals to learn the course content in comparison with students from other colleges. However, the results did not show a significant difference between grade levels.

The Application of Situational Teaching Method in Junior Middle School English Classroom

Junior high school stage is important for not only students' life development, but also development of thinking. As one of the important compulsory courses in junior high school, English occupies a very important position in education. The new curriculum standard puts forward the requirement of creating associative situation for junior high school English teachers. Situational teaching method is a kind of teaching method which originated in Britain in the 1920s and 1930s. It is based on the cultivation of oral ability and emphasizes the basic structure of target language through meaningful situations. Therefore, it is of great significance to apply situational teaching method to junior middle school English teaching.

Flipped Classroom Method to Build Students' Critical Thinking Skills: A Study on the Indonesia Language and Literature Research Methodology Course

Flipped Classroom Method to Build Students' Critical Thinking Skills: A Study on the Indonesia Language and Literature Research Methodology Course

Storytelling as a Pedagogy to Scaffold Critical Thinking Skills: A Thematic Review

Storytelling is a scantily discussed teaching method in Nepal. Though mentioned in the school curricula, the situation of research and practices in storytelling as a method used in English language classrooms is not clear. To understand storytelling’s effectiveness as a teaching method, and its connection with critical thinking skills, it is important to ask how it has been perceived and explored by the teachers and researchers respectively. This study was conducted with 25 research articles (out of total 90 articles downloaded from different Internet sources) published in the field. This study has concluded with the results that show storytelling can be a good method in English language classrooms to help students enhance their critical thinking skills, and various forms of storytelling with variety of tools and techniques can be used for the purpose.

Effectiveness of Play-Based Learning Method in Promotion of Early Literacy Skills Among Early Childhood Development Education Children

Literacy skills for children in their early years are critical to their cognitive development and future success in primary, secondary and higher education levels. Children acquire literacy skills early through listening and interacting through play-based activities both at home and school with their teachers, colleagues and parents. This paper looks at the effectiveness of play-based learning in promotion of early literacy skills among children in early childhood development education level. Specifically, the paper analyses the conceptual and theoretical perspectives of play-based learning and literacy skills acquisition by children through the theories of Maria Montessori, Vygotsky social constructivism theory and Jean Piaget cognitive theories. The study uses secondary sources of information for analysis based on the following objectives; types of play-based approaches used by teachers in ECD setting, teachers’ role in the implementation of play-based learning and effect of play-based learning approaches towards promotion of early literacy skills by ECD pupils in schools. The paper has found out that acquisition of early literacy skills by learners was dependent on the degree to which teachers were utilising play-based learning methods in classroom. The review of studies has shown that majority of teachers are not using play-based teaching methods and hence promotion of early literacy skills for children was significantly affected. Further, time allocated for play-based learning processes was inadequate and majority of public ECD centres were found not to have adequate infrastructure and materials to support play-based learning. The paper recommends that teachers need to be supported in implementation of play-based learning through attendance of in-service training programmes and benchmarking sessions in other schools, schools to upgrade the infrastructure and instructional materials required to support play-based learning and education officials to conduct supervision of implementation of play-based learning in schools

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.

Metode Flipped Classroom dalam Pembelajaran Maharoh Istima': Studi Kasus dan Hasil

This article deals with the application of flipped classroom methods in learning istima' maharoh (listening skills) through case studies. Maharoh istima' is an important aspect of language skills that enables students to understand intonation, pronunciation, and meaning in oral texts. However, traditional teaching methods are often inadequate due to challenges such as lack of authentic material and time constraints in the classroom. Flipped classroom offers solutions by moving the delivery of basic material outside the classroom, through video and online tasks, so that class time can be focused on interactive activities and in-depth practice. This study revealed positive results from the application of this method, with an average increase in listening test scores of 20% after students followed the flipped classroom method. Students showed more active participation and greater confidence in classroom discussions, as well as improved understanding of the material. The findings suggest that the flipped classroom method can significantly improve the effectiveness of istima maharoh learning, by providing additional advantages in the development of self-learning skills. Further research is needed to evaluate other factors that affect the effectiveness of this method and how its application can be adapted in different educational contexts.

"Inspired to be a teacher seriously": An autoethnography of student engagement in a Vietnamese TESOL training programme

TESOL (Teaching English to Speakers of Other Languages) training programmes in Vietnam often emphasise the significant alignment of academic knowledge with practical classroom methods. However, an intricate yet underexplored topic is understanding the dynamic engagement of student teachers in those programmes to investigate the complexities of such alignment. Therefore, this research examines factors influencing student teachers’ in-class engagement following a 120-hour TESOL training programme at an institution in Vietnam. This autoethnographic study analysed a TESOL teacher trainer’s reflections on student teachers’ engagement in the programme, using artefacts in the form of anonymous and open-ended short-text feedback from 30 students across approximately eight months. The reflection and feedback responses were analysed thematically, anchored in a framework emphasising the three facets of in-class engagement, i.e., cognitive, emotional, and behavioural dimensions. Through the analysis, three themes were constructed: (1) theoretical-practical synthesis: how TESOL-related concepts are blended with concrete teaching examples; (2) pedagogical climate: the teacher educator’s critical role in creating a receptive and engaging learning environment; and (3) professional pathway clarity: the student teachers’ understanding of their future roles and trajectories in the TESOL arena. The research’s findings provide TESOL educators with crucial insights into student teachers’ engagement with teaching methods that synthesise both theoretical and practical components. Moreover, the research enriches the academic discourse, underscoring the potential of using the cognitive, emotional, and behavioural engagement triad as a diagnostic tool to understand students’ learning experiences in TESOL training programmes.

Effectiveness of the flipped classroom method using clinical scenarios and Educational Technology versus Subject-Based Lectures in a gastrointestinal physiology course for medical students

BackgroundMedical education is evolving towards more practical, active, effective, and student-centered approaches that address the limitations of traditional lecture methods. Recently, the flipped classroom method has been considered to support these reforms. However, research on the use of flipped classroom methods in medical education, particularly related to clinical scenarios and educational technology, is still in its early stages. This study aims to evaluate the effectiveness of the flipped classroom method using clinical scenarios and educational technology versus subject-based lectures in the course of gastrointestinal physiology for medical students.MethodsA total of 60 medical students participated in this study. The control group (n = 30) received traditional subject-based lectures and participated in question-and-answer sessions. The intervention group (n = 30) received non-attendance educational content and participated in small group discussions based on clinical scenarios. Course satisfaction was measured using an 18-item questionnaire, and learning outcomes were assessed with a 20-question multiple-choice test, corresponding to levels 1 and 2 of Kirkpatrick’s model. Data were analyzed using descriptive and analytical statistical tests with SPSS software version 24.ResultsThe findings indicated that the post-test scores in the intervention group were significantly higher compared to the control group. However, according to the student satisfaction questionnaire, satisfaction was significantly lower in the intervention group compared to the control group.ConclusionThis study demonstrated that the flipped classroom method, compared to traditional lectures, improved the learning and performance of medical students at Hamadan University of Medical Sciences in the course of gastrointestinal physiology.

Using Prediction Markets as a Tool for Classroom and Civic Engagement

Keeping students actively engaged in their courses and seeking ways to help them understand how to apply course content to real-world scenarios remains a central focus of political science education. In an effort to address this enduring challenge, we implement a prediction market focused on the 2022 congressional midterm elections in our introductory and upper-level political science courses. Using original survey data, obtained through the administration of pre and post surveys, we find statistically significant increases in feelings of pride, hope, trust, and efficacy among market participants. More broadly, we discuss the ways in which this semester-long project, using both the prediction market and classroom assignments, fosters increases in the desire for civic participation and the possibility of sustained civic engagement that extends beyond the classroom. Throughout the paper we seek to provide a useful guide for anyone seeking alternative methods of classroom and civic engagement and different ways by which to achieve it in a variety of courses.

Student Incivility in Classrooms: An Insight From The Student’s Point of View with Focus on Kerala

Educators endeavour to establish classroom settings that foster learning. Nevertheless, it is a frequent occurrence to come across disruptive student conduct that hampers the learning environment we aim to establish. Classroom incivility may be characterized as student conduct that hinders the anticipated progression of the lecture or disturbs the educational environment within the class. After COVID-19, offline classes have begun and students are adapting to the traditional method of classroom coaching once again. The shift from digital to online mode of teaching has also created a sense of change in the general classroom discipline. This research investigates the student incivility from the student’s perspective. The target population is from the State of Kerala, India. The sample size was 244 students from different educational institutions across the State. A structured questionnaire was used to measure different incivility behaviors of students. The study used proportionate analysis for the demographic characteristics and general questions related to classroom incivility. Exploratory factor analysis was used to group the factors that contribute to classroom incivility. The outcome of this research aims to provide some insight into the students perspective of classroom incivility. This understanding would enable to educators to strengthen their classroom management skills and also develop their own strategies to deal with certain disruptive behaviours found.

Exploration of Singing Teaching Methods in the Music Classroom

The purpose of this paper is to explore singing teaching methods in the music classroom. Firstly, an overview of singing teaching methods was given, including traditional and modern singing teaching methods and the current status of research at home and abroad. Then, it focuses on exploring four singing teaching methods in the music classroom: practical teaching method, situational teaching method, cooperative teaching method and game teaching method, and analyses their applications and effects in singing teaching. Then, through teaching practice and case studies, these four teaching methods were empirically studied and their teaching effects were evaluated. Finally, the research results of this paper are summarised and future research directions are proposed.

Promoting inclusivity in ecology, evolution, and behavioral biology education through course-based undergraduate research experiences.

Access to independent research experiences is a persistent barrier that stifles the recruitment and retention of students from diverse backgrounds in ecology, evolution, and behavioral biology. The benefits of field experiences are not equitably available to historically excluded and minoritized students. In this article, we summarize evidence that indicates course-based undergraduate research experiences (CUREs) provide a solution to ensure equitable access to independent research experiences in the life sciences. We draw from our own experiences of teaching CUREs in ecology, evolution, and behavioral biology and provide the complete curriculum for our effective and largely materials-free CURE in behavioral ecology (CURE-BxEco). We advocate for greater access to and synthesize the benefits of CUREs to promote inclusivity in education. The proliferation of such innovative pedagogical practices benefits science because these classroom methods are critical in recruiting and retaining historically excluded and minoritized students, who offer diverse perspectives in research.