Determination of Educational Efficiency and Students’ Involvement in the Flipped Biology Classroom in Primary School

Županec, Vera; Radulović, Branka; Pribićević, Tijana; Miljanović, Tomka; Zdravković, Vujadin G.

doi:10.33225/jbse/18.17.162

Cited by 25 publications

(14 citation statements)

References 62 publications

(70 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…As it reflects an individual's invested cognitive capacity, subjective measurement of mental effort can be applied. Paas and associates (Paas et al, 2003) claim that subjective measures have proven to be valid and reliable and many of the studies so far have relied on the subjects' selfreport on the invested mental effort upon the completion of a task (e.g., Milenković et al, 2014;Radulović et al, 2016;Županec et al, 2018). In addition, this dimension, together with students' achievement, has been widely used by education researchers for determining the instructional efficiency of a teaching approach (Van Gog & Paas, 2008).…”

Section: Flipped Classroom Approachmentioning

confidence: 99%

“…The measure, therefore, is used in the present study for assessing the implementation of the FC in relation to the conventional approach in teaching and learning academic vocabulary. Additional reason for including this dimension in the study is the fact that there are some reports (Mattis, 2015;Županec et al, 2018) of students investing less mental effort in solving tasks when taught in the flipped environment. None of these reports, to the best of the authors' knowledge, fall within the scope of L2 learning.…”

Section: Flipped Classroom Approachmentioning

confidence: 99%

“…For this purpose, a 7-point Likert-type scale was applied, and the descriptors were graded from extremely easy (1) to extremely difficult (7). As already stated, this method, belonging to the group of empirical indirect subjective measures, has been applied in a number of studies that measured this variable (e.g., Milenković et al, 2014;Radulović et al, 2016;Županec et al, 2018). The posttest is included in Appendix A.…”

Section: Instrumentsmentioning

confidence: 99%

See 2 more Smart Citations

Flipping the Classroom to Enhance Academic Vocabulary Learning in an English for Academic Purposes (EAP) Course

2020

View full text Add to dashboard Cite

The present study explores the efficiency of the flipped classroom approach on English for Academic Purposes (EAP) students’ academic vocabulary acquisition in comparison with the conventional teaching approach. The efficiency is examined by evaluating students’ post-test performance, self-perceived mental effort employed in completing post-test tasks, and perceptions regarding the learning experiences. To this end, 60 undergraduates divided into flipped (E) and conventional (C) group participated in the survey. Quantitative data analysis revealed that the flipped classroom approach showed higher instructional efficiency than the conventional approach as the E group significantly outperformed the C group and reported investing considerably lower mental effort in completing the post-test tasks. In addition, the E group expressed significantly more positive perceptions toward the learning experience than the C group. 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 enhancing academic vocabulary acquisition in EAP context.

show abstract

Section: Flipped Classroom Approachmentioning

confidence: 99%

Section: Flipped Classroom Approachmentioning

confidence: 99%

Section: Instrumentsmentioning

confidence: 99%

See 1 more Smart Citation

Flipping the Classroom to Enhance Academic Vocabulary Learning in an English for Academic Purposes (EAP) Course

2020

View full text Add to dashboard Cite

show abstract

“…This model is said to be flipped because what used to be done at school / college is now done at home and vice versa [9]. The number of research studies examining the impact of flipped classroom on student performance in Biology education has increased in recent years [13][14][15][16][17][18][19]. Although all the above researchers researched points out the FC as a good alternative to traditional classroom, there are also those studies that showed that traditional teaching was more efficient in terms of student performance (at the level of knowledge and application) compared to FC [20].…”

Section: Introductionmentioning

confidence: 99%

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

Županec

Vlasic

Pribićević

et al. 2022

J. Phys.: Conf. Ser.

View full text Add to dashboard Cite

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.

show abstract

“…Most researchers have found that digital technology positively impacts student performance [9][10], pointing out that learning material presented through words and images is easier for students. However, some researchers [11] argue that multiple representations, especially in that case, do not help to form mental schemes in learning.…”

Section: Introductionmentioning

confidence: 99%

Impact of blended learning approach on students’ achievement and mental effort

Dorocki¹,

Radulović

Stojanović

et al. 2022

Can. J. Phys.

View full text Add to dashboard Cite

Most researchers are interested in investigating the impact of a blended learning approach (BLA) on students’ performance, yet this approach’s instructional efficiency has not yet been quantified. Therefore, this research aims is to determine the impact of teacher-created online Moodle-based materials in combination with face-to-face learning on student achievement and mental effort, i.e., to determine the instructional efficiency of applied teaching approaches at physics classes in high school. For this research, we chose to teach students physical principles of direct current, which involves abstract concepts. Using BLA, students can prepare better for a real experiment in the lab, and this approach also creates a safe environment for the student while providing the ability to demonstrate the learned physical phenomena. The Moodle platform course is developed for this purpose and implemented in a BL environment. Students are gradually guided from easier to more difficult concepts in this research, considering the working memory’s capacity and the teaching material requirements. Our results show that the students who used BLA achieved higher scores on the knowledge test, and they also used less mental effort than students that used a conventional teaching approach. We also show that instructional efficiency for BLA is positive and significantly higher than the instructional efficiency of the conventional approach. This research’s results are primarily designed for physics teachers to understand the effects of the BLA better and apply teaching approaches that respect the principles of cognitive development of a child.

show abstract

Determination of Educational Efficiency and Students’ Involvement in the Flipped Biology Classroom in Primary School

Cited by 25 publications

References 62 publications

Flipping the Classroom to Enhance Academic Vocabulary Learning in an English for Academic Purposes (EAP) Course

Flipping the Classroom to Enhance Academic Vocabulary Learning in an English for Academic Purposes (EAP) Course

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

Impact of blended learning approach on students’ achievement and mental effort

Contact Info

Product

Resources

About