The Structural Relationship among Metacognition, Interactions, Problem Solving Ability and Achievement in Gifted Students Through the 3P Model

Joo, Young-Ju; Dongsim, Kim

doi:10.9722/jgte.2015.25.1.161

Cited by 3 publications

(1 citation statement)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The presage stage includes student factors and teaching context, the process stage refers to learning activities, and the product stage refers to the quantitative and qualitative learning outcomes. The 3 P model can be used at any level of learning environment and culture (Joo and Kim, 2015), and has been applied in research because of its simplicity, inclusivity, and convenient measurement (Han et al, 2015;Jones, 2002).…”

Section: P Model Of Teaching and Learningmentioning

confidence: 99%

Predictive power of grit, professor support for autonomy and learning engagement on perceived achievement within the context of a flipped classroom

Yoon¹,

Kim

Kang

2018

Active Learning in Higher Education

View full text Add to dashboard Cite

Flipped learning is known to be an approach where learners take part in the learning process in a different way than in the non-flipped classroom and that in both they may deepen their knowledge and develop various competencies such as problem-solving and collaboration. Paying attention to the characteristics of flipped learning, the purpose of this study is to propose practical guidelines for the use of the flipped classroom by exploring the teaching and learning processes involved. Through a literature review, the 3 P model of teaching and learning was applied, and grit, professor support for fostering autonomy, learning engagement and perceived achievement were selected as variables for the process involved in learning via the flipped mode. In order to investigate the relationship between these variables, 121 students in a flipped classroom were surveyed. Data were analyzed by path analysis. The results showed that the support provided by the professor in terms of helping students to develop autonomy significantly predicted perceived achievement. Learning engagement mediated the relationship between grit and perceived achievement, and between the support given by the professor in terms of helping students to develop autonomy and perceived achievement. Based on the results, the specific strategies to enhance learners’ grit, their autonomy and learning engagement are discussed for the successful flipped classroom.

show abstract

Section: P Model Of Teaching and Learningmentioning

confidence: 99%