Exploring student perceptions, learning outcome and gender differences in a flipped mathematics course

Abstract

The flipped classroom approach has recently gained prominence in education. However, a review of previous studies shows that the relationship associated with gender difference, student perceptions and learning outcomes has still remained unexplored, and there has been little discussion regarding flipped classroom environment. To fill this gap, this study aimed to provide a further study by developing an empirical study, extending perspectives of research for flipped classroom in education. This study was conducted to respond and investigate two main student perceptions in a flipped precalculus course, namely, situational interest and course satisfaction. By the self-developed perception measures, situational interest contained feeling, value and topic interest (three factors), while course satisfaction contained course design, system quality, course arrangement and online assessment (four factors). To respectively determine factors on final grades, we assessed the predicting power among those factors. Students' feedback and gender differences were also evaluated to provide a holistic profile of this flipped course. Results showed that feelings predict the final grades in males, while course design predicts the final grades in females. Moreover, the result also showed that even if females and males showed different topic interest in this course, they performed equally well. Some suggestions to effectively implement a flipped course were also provided from students' feedback. The implications of the results were provided for instructors' guidance in implementing flipped classroom. Finally, the study concluded that students' perceptions may be considered as motivational strategies in teaching and learning process to involve students in academic activities for improving their grades in flipped course.

Aligning with complexity: system-theoretical principles for research on differentiated instruction

“…Other studies on differentiated instruction focus on the learning outcomes of (groups of) students for a particular type of strategy (e.g. Chen, Yang, & Hsiao, 2016;van Klaveren, Vonk, & Cornelisz, 2017). We do not contest the added value of such a perspective on differentiated instruction, however it is argued in this study, that both these approaches are reductionist.…”

Minat Belajar Dan Keberhasilan Belajar Partikel Penyusun Atom Dengan Media Pembelajaran Permainan Chem Man

“…Dewey berpendapat bahwa cara yang lebih baik untuk mengajarkan ialah membangkitkan minat peserta didik bukan memaksa peserta didik untuk bekerja keras. Terlebih lagi minat ialah karakteristik dari kepribadian seseorang (Chen, Yang, & Hsiao, 2015). Permainan Chem Man sebagai media pembelajaran bisa membantu peserta didik pada pelajaran kimia khususnya materi partikel penyusun atom sehingga dapat meningkatkan minat karena pada pernyatan tersebut menyatakan bahwa peserta didik merasa senang belajar melalui permainan Chem Man.…”

“…Hal ini tentu akan berkelanjutan dalam waktu yang cukup lama. Garcia menyebutkan tiga model sebagai faktor yang membedakan minat situasional, pertama memicu minat situasional, kedua mempertahankan minat situasional menyangkut perasaan dan ketiga memelihara minat situasional sebagai nilai (Chen, Yang, & Hsiao, 2015). Peserta didik memainkan permainan Chem Man tersebut walaupun waktu pembelajaran telah usai.…”

Decision, Implementation, and Confirmation: Experiences of Instructors behind Tourism and Hospitality MOOCs

“…Third, the application of the flipped classroom (Cook & Triola, 2014). Even not adopted in any T&H MOOC, the flipped classroom practices have been reported and encouraged in other MOOCs (Chen, Yang, & Hsiao, 2016;Lee & Rofe, 2016;Li, Zhang, Bonk, Guo, & Guo, 2015;Robinson, 2016). It is believed that by using blended learning or flipped classroom models, students can gain basic knowledge at their own pace through a MOOCs' high-quality content.…”