The Impact of Flipped Classroom Integrated into Social Studies on Learning Motivation and Performance for 4th Graders –Using the Hometown Population as an Example
| Autor: | Zheng, Nian-Ci, 鄭念慈 |
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| Rok vydání: | 2018 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 106 The aim of this research was to examine the influences of flipped classroom integrated into the social studies class on learning motivation and performance for elementary school. Using a quasi-experimental design, the subjects were 50 fourth graders from two classes in New Taipei City, randomly assigned into experimental group and control group. The experimental group (N=26) followed the flipped classroom model, while the control group (N= 24) adopted a traditional teaching model. Both groups were taught with the unit of hometown population. Post-lesson tests were conducted on the two groups, and assessment tools included the learning motivation scale, the learning effectiveness test and the learning satisfaction questionnaire. Descriptive statistics and one-way ANCOVA were adopted for quantitative data analysis. Semi-structured interviews were also conducted with the experimental group for qualitative data. Research results showed that no significant difference was found between the experimental group and the control group in learning motivation; the experimental group has outperformed the control group on learning effectiveness but no differences on learning satisfaction. Although students in the experimental group held a positive recognition to flipped classroom model, they also pointed out some problems in the application of this approach. For example: tablet PCs provided by the researcher were prone to malfunction and students were unable to watch video fluently; contents played in the videos at too fast a speed, and speed adjustment functions were absent from the platform, making it difficult for students to develop a solid understanding of the lesson before attending class; learning sheets did not complement the instructional films, leading to potential confusion in their studies. Furthermore, due to a lack of experience in collaboration and discussion skills, they were liable to have conflict with one another when the group could not produce a common answer or reach a consensus. Keywords: social studies, hometown population, learning motivation, learning performance, flipped classroom |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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