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Autor/inn/en | Stratton, Erin; Chitiyo, George; Mathende, Allen M.; Davis, Krista M. |
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Titel | Evaluating Flipped versus Face-to-Face Classrooms in Middle School on Science Achievement and Student Perceptions |
Quelle | In: Contemporary Educational Technology, 11 (2020) 1, S.131-142 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Stratton, Erin) ORCID (Chitiyo, George) ORCID (Mathende, Allen M.) ORCID (Davis, Krista M.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1309-517X |
Schlagwörter | Middle School Students; Teaching Methods; Blended Learning; Science Achievement; Grade 7; Student Attitudes; Learning Experience; Gender Differences; Academic Ability; Learning Motivation; Instructional Effectiveness; Pretests Posttests; Comparative Analysis Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teaching method; Lehrmethode; Unterrichtsmethode; School year 07; 7. Schuljahr; Schuljahr 07; Schülerverhalten; Lernerfahrung; Geschlechterkonflikt; Motivation for studies; Lernmotivation; Unterrichtserfolg |
Abstract | The purpose of this study was to compare how face-to-face instruction and flipped learning differed in terms of student achievement in seventh grade science classes, as well as to assess how students who were in the flipped classroom felt about their experiences. A total of 81 students received face-to-face instruction, and 73 received flipped instruction. All students completed pre- and post-assessments. Additionally, students in the flipped classroom completed a survey to assess perceptions of their experiences with the flipped model. Analysis of variance results showed no differences in performance between the two groups of students. There were also no interactions between instructional method with both gender and ability. The student survey data showed that the majority of students enjoyed the flipped model. Large percentages of students reported increased engagement and motivation under the flipped model. In conclusion, we found that flipped instruction was as effective as face-to-face instruction. (As Provided). |
Anmerkungen | Contemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail: editor@cedtech.net; Web site: http://www.cedtech.net |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |