Enhancing Flipped Classroom with Peer Teaching to Promote Students' Conceptual Understanding and Self-Efficacy in Calculus Courses

Autor/inn/en	Ramadoni; Mustofa
Titel	Enhancing Flipped Classroom with Peer Teaching to Promote Students' Conceptual Understanding and Self-Efficacy in Calculus Courses
Quelle	In: Pegem Journal of Education and Instruction, 12 (2022) 3, S.154-168 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Mustofa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2146-0655
Schlagwörter	Peer Teaching; Calculus; Mathematics Instruction; Mathematical Concepts; Concept Formation; Self Efficacy; Comprehension; Flipped Classroom; Instructional Effectiveness; Conventional Instruction; Correlation; Prior Learning; Majors (Students); Foreign Countries; College Freshmen; Video Technology; Feedback (Response); Indonesia + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Mathematics lessons; Mathematikunterricht; Concept learning; Begriffsbildung; Self-efficacy; Selbstwirksamkeit; Verstehen; Verständnis; Flipped classrooms; Flip teaching; Inverted teaching; Unterrichtserfolg; Korrelation; Vorkenntnisse; Ausland; Studienanfänger; Indonesien
Abstract	Calculus differential is the basis of mathematics before entering the level of further mathematics, which has a high analysis level. Students have difficulty understanding concepts and have not been able to analyze/predict/realize (self-efficacy) that impact challenges in working on calculus problems. On the other hand, technology has been developed in education. This research compared conventional flipped classrooms and peer teaching flipped classrooms. This research investigated the differences in students' conceptual understanding and self-efficacy in both classes in terms of majors' background and prior achievement level. This research used a nonequivalent-groups pretest and posttest design. The data was collected using test and questionnaire. The ANCOVA results showed that peer teaching flipped method was better than the conventional flipped classroom method in terms of students' conceptual understanding and self-efficacy. Moreover, self-efficacy had a positive correlation with conceptual understanding in both methods. Furthermore, the students' prior achievement level influenced students' conceptual understanding and self-efficacy, while students' majors background influenced students' self-efficacy only. (As Provided).
Anmerkungen	Pegem Academy Publishing and Educational Guidance Services TLC. Mesrutiyet Caddesi, No: 45, Ankara, Kizilay 06420, Turkey. e-mail: editor@pegegog.net; Web site: https://www.pegegog.net/index.php/pegegog
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01