Flipped Classroom Versus Traditional Textbook Instruction: Assessing Accuracy and Mental Effort at Different Levels of Mathematical Complexity

Mattis, Kristina V.

doi:10.1007/s10758-014-9238-0

Cited by 97 publications

(60 citation statements)

References 45 publications

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“…Also, similar variances were also detected in in-class assessments and the lab taken during the course. Previously published research [15,16,34] regarding the students' performance indicated that there is not enough evidence to support assertions of the flipped-classroom model benefits in the students' performance. Christiansen [35] shows similar conclusions described in a more limited study and a much smaller class group.…”

Section: Discussionmentioning

confidence: 98%

“…In addition, this research denotes that more teaching materials and resources were used when a flipped-classroom was followed. Comparable results were explained in a mathematics course [15,16] where the flipped-classroom model improved the grades of students. Also, this work suggests that the flipped-classroom model demonstrated its higher accuracy, especially on moderate complexity items.…”

Section: Introductionmentioning

confidence: 86%

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The Study of Flipped-Classroom for Pre-Service Science Teachers

2018

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The relatively new methodology, flipped-classroom, is one of blended learning instruction methodologies in which the traditional-classroom is inverted. This methodology asserts that students can participate and engage more successfully in their class and can attain better learning when their classroom is flipped. This work presents a two-year study to measure the effects of the flipped-classroom model on the performance, perceptions, and emotions for teacher training students in science education. Particularly, this research was carried out during two courses, 2014/2015 and 2015/2016, in a general science subject. With a post-task questionnaire, we obtained the information to assess their performance, perceptions, and emotions, toward the class. The results confirmed that a statistically significant difference was found on all assessments with the flipped-classroom students, performing higher on average, showing favorable perceptions, and demonstrating positive emotions about the flipped-classroom model. Thus, the students were ready to take more courses pursuing a flipped-classroom model. The results achieved in this study show a promising inclination about the performance, perceptions, and emotions of students toward the flipped-classroom methodology, and will provide an entirely a new impetus for this relatively new instruction methodology.

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Section: Discussionmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 86%

The Study of Flipped-Classroom for Pre-Service Science Teachers

2018

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“…Previous studies of flipped class teaching have obtained promising results for various academic outcomes including enhancement of subject‐based performance, language acquisition, critical thinking and information literacy (Arnold‐Garza, ; Correa, ; Fulton, ; Kong, ; Mattis, ; Schultz et al ., ; Siegle, ). However, these studies ignore the fundamental purpose of education, that is, to develop “self‐learning ability and an inquisitive mind” (Hong Kong Education Bureau, ).…”

Section: Introductionmentioning

confidence: 99%

Effects of video‐based flipped class instruction on subject reading motivation

Tse

Choi²,

Tang³

2017

Brit J Educational Tech

116

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Video-based flipped class instruction can strengthen the learning motivation of students. The effectiveness of flipped class instruction on teaching effectiveness and subject satisfaction has been evaluated previously. The present study aims to examine the impact of two aspects of subject reading motivation. A total of 100 secondary school students were recruited from 4 classes of 25 students (ie, video-based flipped Mathematics class, traditional Mathematics class, video-based flipped Liberal Studies (LS) class and traditional LS class) in two local secondary schools. The same teachers taught both the traditional and video-based flipped classes in their subject. The students filled in questionnaires which measured: motivation for general reading; motivation for subject reading; academic subject satisfaction and perceived teaching effectiveness of the teachers. Analysis of covariance controlling for motivation for general reading revealed that students in the flipped classes reported significantly lower motivation for subject reading including reading curiosity, reading importance and reading compliance (t (1,98) 5 10.52, p < 0.001; t (1,98) 5 7.68, p < 0.001; t (1,98) 5 20.39, p < 0.001, respectively). However, students in the flipped classes reported significantly higher satisfaction and teaching effectiveness than those in the traditional classes (t (1,98) 5 215.61. p < 0.001; t (1,98) 5 211.98, p <0.001, respectively). A partial correlation controlling for motivation for general reading indicated that motivation for subject reading was negatively associated with academic subject satisfaction and perceived teaching effectiveness of teachers (rs ranged from 20.51 to 20.62, p < 0.001). Video-based flipped class instruction was not only related to increased academic subject satisfaction and teaching effectiveness but also associated with lower motivation for subject reading. These findings suggest that video-based flipped class instruction had limited capability to strengthen the learning motivation of students.

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“…So, in-class time is used to work in more student-centered learning activities, thereby making interactive courses (Moraros et al 2015) or delivering justin-time lectures to address specific questions. A flipped classroom setting could also be understood as a combination of both traditional and online education by employing in-and out-of-class time, accomplishing more efficient learning opportunities (Young 2002;Mattis 2014). A main character of this instruction methodology is that students have more responsibility in the learning process (O'Flaherty and Phillips 2015).…”

Section: Introductionmentioning

confidence: 99%

Students’ Perceptions and Emotions Toward Learning in a Flipped General Science Classroom

2016

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Recently, the inverted instruction methodologies are gaining attentions in higher educations by claiming that flipping the classroom engages more effectively students with the learning process. Besides, students' perceptions and emotions involved in their learning process must be assessed in order to gauge the usability of this relatively new instruction methodology, since it is vital in the educational formation. For this reason, this study intends to evaluate the students' perceptions and emotions when a flipped classroom setting is used as instruction methodology. This research was conducted in a general science course, sophomore of the Primary Education bachelor degree in the Training Teaching School of the University of Extremadura (Spain). The results show that the students have the overall positive perceptions to a flipped classroom setting. Particularly, over 80 % of them considered that the course was a valuable learning experience. They also found this course more interactive and were willing to have more courses following a flipped model. According to the students' emotions toward a flipped classroom course, the highest scores were given to the positive emotions, being fun and enthusiasm along with keyword frequency test. Then, the lowest scores were corresponded to negative emotions, being boredom and fear. Therefore, the students attending to a flipped course demonstrated to have more positive and less negative emotions. The results obtained in this study allow drawing a promising tendency about the students' perceptions and emotions toward the flipped classroom methodology and will contribute to fully frame this relatively new instruction methodology.

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Flipped Classroom Versus Traditional Textbook Instruction: Assessing Accuracy and Mental Effort at Different Levels of Mathematical Complexity

Cited by 97 publications

References 45 publications

The Study of Flipped-Classroom for Pre-Service Science Teachers

The Study of Flipped-Classroom for Pre-Service Science Teachers

Effects of video‐based flipped class instruction on subject reading motivation

Students’ Perceptions and Emotions Toward Learning in a Flipped General Science Classroom

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