How Does the "Flipped Classroom Model" Impact on Student Motivation and Academic Achievement in a Chemistry Classroom?

Autor/inn/en	Sookoo-Singh, Nicole; Boisselle, Laila N.
Titel	How Does the "Flipped Classroom Model" Impact on Student Motivation and Academic Achievement in a Chemistry Classroom?
Quelle	In: Science Education International, 29 (2018) 4, S.201-212 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2077-2327
Schlagwörter	Secondary School Students; Chemistry; Science Instruction; Student Motivation; Homework; Video Technology; Teaching Methods; Student Centered Learning; Academic Achievement; Student Attitudes; Educational Technology; Technology Uses in Education; Foreign Countries; Intervention; Program Effectiveness; Trinidad and Tobago + Suchen Sie Ihr Suchwort? Sekundarschüler; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schulische Motivation; Hausaufgabe; Teaching method; Lehrmethode; Unterrichtsmethode; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Schulleistung; Schülerverhalten; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Trinidad und Tobago
Abstract	This action research was completed as a module on an in-service teacher education program and addressed form four (year 10, students aged 14-15 years old) students' demotivation to study chemistry on the Caribbean island of Trinidad. My students often find chemistry challenging, and I suspect that teacher-centered methods probably contribute to their experience. The flipped classroom model was selected based on a review of the literature which identified it as a student-centered method with potential to impact both motivation and academic achievement. The research considered the flipped classroom's impact on students' motivation, academic performance, and perceptions of the intervention itself. The study was conducted over 4 weeks, and lessons were delivered asynchronously through the use of various Information Communication Technology resources such as email, websites, powerpoint presentations, and videos. Both qualitative and quantitative data were collected. Within the limitations of this study, academic achievement was not significantly impacted; student motivation was positively and significantly affected; and most students' perception of the intervention was favorable though some indicated a preference for in-class lectures. Findings suggest further research into the utility of a blended method of synchronous and asynchronous lectures. (As Provided).
Anmerkungen	International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://icaseonline.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01