Level of consistency between students’ self-reported and observed study approaches in flipped classroom courses: How does it influence students’ academic learning outcomes?

Abstract

Using Student Approaches to Learning research as a theoretical framework, the present study used both self-reported and observational log data to understand students’ study approaches in a flipped classroom course amongst 143 computer science undergraduate students. Specifically, it aimed to examine: 1) to what extent students’ study approaches identified by self-reported and observational log data are consistent with each other; and 2) to what extent students’ academic learning outcomes differ between students who showed consistent and inconsistent study approaches by self-reported and observational log data. Using The Revised Study Process Questionnaire, students were clustered as reporting either a Deep or a Surface Study Approach. Using frequencies of students’ participation in five online learning activities, they were classified as adopting either an Active or a Passive Study Approach. A 2 x 2 cross-tabulation showed a positive and moderate association between clusters of students’ study approaches resulted from two types of data. Amongst students who self-reported a Deep Study Approach, the proportion of students who adopted an Active Study Approach (80.7%) was significantly higher than those who adopted a Passive Study Approach (19.3%). In contrast, of the students who self-reported a Surface Study Approach, the proportion of students who used a Passive Study Approach (51.2%) was significantly higher than those who used an Active Study Approach (48.8%). Furthermore, students who had good study approaches by both self-report and observation did not differ from students who adopted an Active study approach by observation but reported a Surface Study Approach on course grades. Likewise, there was no significant difference in terms of academic learning outcomes between those who had poor study approaches by both self-report and observation and those who adopted Passive study approach by observation but reported a Deep Study Approach. Future studies may consider incorporating some qualitative methods in order to find out possible reasons behind the inconsistencies between self-reported and observed study approaches.

Empowering Minds from Afar: A Systematic Literature Review on the Effectiveness of Collaborative Learning in Open Distance Learning Context

“…However, a notable proportion of students reported weak study approaches, contributing to low discipline toward online learning platforms (Han, 2023;Fidalgo et al, 2020). Understanding the factors influencing study approaches and discipline is critical for designing interventions that promote effective learning strategies in the online learning environment.…”

Improving Science Learning Outcomes Through the Implementation of the Inquiry Learning Model During the Covid-19 Pandemic in Class IX-A Students of SMP Negeri 1 Bendungan for the 2021/2022 Academic Year

“…Students' learning outcomes while participating in learning activities are measured using tests in the form of written description questions which are given at the end of learning at the second meeting after students have participated in all stages of learning. The average score for students' learning outcomes and learning completion in class in learning activities in the 2nd cycle can be seen in the table below (Han, 2023). Based on the results of observations of student activities after analysis, the following data were obtained:…”