An investigation of the effectiveness of flipped instruction in a high school hospitality program－An example of beverage knowledge course
| Autor: | Liao, Miao-Hsiu, 廖苗秀 |
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| Rok vydání: | 2017 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 105 The purpose of this study aims to discuss the effect of students' beverage knowledge courses being delivered through flipped instruction. In this experimental study, a total of 90 sophomore students of a private vocational high school in Chiayi City were invited as research participants. The control group, which was formed by 44 participants who were taught by the traditional way of lecturing while the instruction towards experimental group was conducted by means of flipped instruction. The experiment lasted for a period of 17 weeks and then the effect of the two teaching methods was compared. The research instruments were adopted by this study included "Learning Achievement Test" and "Learning Behavior Questionnaire" and "Performance of Learning Process". Quantitative data extracted from research instruments were analyzed by statistical techniques such as independent sample t test, Pearson Product Correlation Coefficient; additionally, data collected from interviews were analyzed qualitatively. After a semester of teaching, 12 conclusions were followings：(1) learning achievement of experiment group was not significantly higher than the control group, and the interference of classroom discussion might be the main influencing factors. (2) The midterm exam scores of the experimental group were not significantly higher than the control group. (3) Participants of the experimental group performed significantly greater than their counterparts of the control group in some quizzes. (4) Learning motivation of the experimental group was not significantly higher than the control group; nevertheless, this study found that students focused more on the usefulness of the course, challenges the course would generated and the performance they had. (5) Application of learning strategies in the experimental group was not significantly higher than the control group; however, this study unveiled that students were able to ask for help from peers as their strategy. (6) Participants of the experimental group were more keen to preview the learning materials before the class than their peers in the control group, which implied that interesting materials might enhance students' motivation to learn. (7) Participants specified that the appealing online materials motivated them to do the previews. (8) The experimental group has not yet established classroom group discussion and cooperation among peers as a learning habit, but the teacher to treadmill can promote students to participate in classroom group discussions. (9) The experimental group has not yet developed the habit of group presentation, but the teacher to providing guidelines and feedbacks, Some students can increase the group's self-confidence. (10) The experimental group has not yet developed the habits of doing reviews because of the lack of a mechanism for check-ups. (11) There was a significantly positive correlation between the "test anxiety" subscale in the learning motivation and the midterm scores. (12) There was a significantly positive correlation between the "active reading", "monitoring and adjustment", "problem diagnosis" subscale in the learning strategy and the midterm and quizzes scores. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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