Setting Up a Flipped Classroom Design to Reduce Student Academic Procrastination

Abstract

The transfer of educational activities to the online environment within blended learning, which was also accelerated by the COVID-19 pandemic, increases the risk of growing student procrastination. This article describes the design of the flipped class, which is designed so that students are supported and motivated to continuously perform individual tasks. Great emphasis in the described design of the flipped classroom is placed on supporting students in their activities outside the classroom. It is in this part of blended learning that procrastination is a frequent cause of students’ failure, not just in mathematics. The effectiveness of our proposed inverted class design has been experimentally verified. Statistical analysis of the data showed that students had a statistically significant reduction in procrastination behavior during the course of the experiment. The proposed flipped classroom design has the potential to increase students’ self-regulatory skills, which has been reflected in a change in their approach to learning responsibilities. Students’ approach to online learning outside the classroom has changed, and thus their probability of successfully completing the combinatorics course has increased statistically significantly.

Analysis of Prospective Teachers’ Perceptions of the Flipped Classroom as a Classroom Methodology

“…As an active methodology, the flipped classroom is defined by a series of characteristics that are linked to this type of pedagogical strategy, where the student is the protagonist of his or her learning process [23]. Thus, different studies have highlighted the benefits of the FC, such as its impact on improving academic performance [24][25][26][27][28][29], the increase in the number of interactions between the participating agents [30][31][32][33] or the motivation inherent in the implementation of this proposal [34][35][36].…”

Sikap Pelajar Terhadap Pembelajaran Flipped Classroom dalam Subjek Matematik: Sorotan Literatur Bersistematik

“…Ia juga mengeratkan hubungan interpersonal pelajar gred 9 di Palestin antara guru dan pelajar malah dalam kalangan pelajar sendiri (Atwa et al, 2022). Reka bentuk flipped classroom dapat meningkatkan kemahiran pembelajaran kendiri dan rasa bertanggungjawab terhadap pembelajaran matematik oleh pelajar pengajian tinggi (Gonda et al, 2021).…”

“…2 kajian daripada Korea (Cho et al, 2021;Karjanto & Simon, 2019) dan Indonesia (Lestari, 2021;Prayitno et al, 2020). Masing-masing 1 kajian daripada United Kingdom (Khatoon & Jones, 2022), Turki (Asiksoy & Canbolat, 2021), Taiwan (Hsiao et al, 2018), Spain (Ruiz-Jim´enez et al, 2022), Slovakia (Gonda et al, 2021), Palestin (Atwa et al, 2022), Oman (Abdulkarim et al, 2021), Malaysia (Mohamed et al, 2019), Germany (Jeong & González-Gómez, 2021), Chile (Turra et al, 2019) dan Australia (Khan & Watson, 2018). Rajah 2 menunjukkan negara di mana kajian telah dijalankan.…”

“…Rajah 2: Negara di mana kajian terpilih dijalankan Dari segi tahun penerbitan, sebanyak 3 artikel diterbitkan pada tahun 2022 (Atwa et al, 2022;Ruiz-Jim´enez et al, 2022;Khatoon & Jones, 2022). Pada tahun 2021 terdapat 7 artikel yang diterbitkan (Jeong & González-Gómez, 2021;Asiksoy & Canbolat, 2021;Gonda et al, 2021;Lestari, 2021;Abdulkarim et al, 2021;Henriksen, 2021;Cho et al, 2021). 5 artikel juga diterbitkan pada tahun 2020 (Ng & Lam, 2020;Bego et al, 2020;Prayitno et al, 2020;Fung, 2020;Lo & Hew, 2020).…”

Investigating the Online Game-based and Group-Based Flipped Online Learning of Drug Abuse Prevention on Learning Achievement Among Grade 10 Students in Bangkok, Thailand

“…Students' complete self-study in their free time. In class, teachers are responsible for guiding students in their communication and answering student questions face-to-face to stimulate student interest in independent learning, promote student participation, and cultivate the students' innovative thinking and scientific research ability (Gonda et al, 2021).…”