The Performance, Satisfaction, and Perception of Thai Primary Students Through Flipped Classroom for Environmental Sustainability Course at Assumption College Nakhon Ractchasima of Thailand
Article Sidebar
Main Article Content
Abstract
This research aimed to compare the primary 5 student’s performance, determine the levels of student’s satisfaction, and explore the student’s perception after studying with the flipped classroom, traditional classroom, and virtual classroom in environmental sustainability course. The quasi-experimental research design was applied to compare the post-performance score of the three classrooms. A sample of 126 students, from primary 5 in Modern Language Program at Assumption College Nakhon Ratchasima, were purposively selected and divided into three classrooms according to prior knowledge and learning level equally. The flipped classroom was applied to the experimental group while the other two control groups received the traditional classroom and virtual classroom respectively. The data was analyzed using frequency, percentage, mean score, and standard deviation. The research hypotheses were tested using F-Test of Analysis of Variance (ANOVA), Independent Samples T-Test, and the content analysis, from the focus group interview, was additionally obtained to support the hypotheses and answer the research questions.
The results showed statically significant that after studying with the three classrooms; the students in the flipped classroom received the best post-performance score, gained the highest level of satisfaction, and provided the most positive perception comparing to the other two classrooms in environmental sustainability course. Therefore, the flipped classroom is considerably encouraged as effective learning approach to improve student’s performance, satisfaction, and perception in environmental sustainability course. Theoretical and practical implications are discussed.
Article Details
References
Aggarwal, K., Thakur, B., Agrawal, M., Jhajharia, S., Madaan, H., & Mahapatra, S. K. (2019). A comparative study between flipped classroom and traditional lecture-based classroom in first year medical students. International Journal of Research in Medical Sciences. 7 (10), 3654. https://doi.org/10.18203/23206012.ijrms20194191
Belias, D., Sdrolias, L., Nikolaos, K., Koutiva, M., & Koustelios, A. (2013). Traditional Teaching Methods Vs. Teaching Through The Application Of Information And Communication Technologies In The Accounting Field: Quo Vadis? European Scientific Journal. 9, 73–101.
Benjamin, A. (1994). Affordable, Restructured Education: A Solution through Information Technology. RSA Journal, Vol. 142, No. 5449 (1994), 45-9.
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education.https://books.google. co.th/books?id=72YqBgA AQBAJ
Campillo-Ferrer, J. M., & Miralles-Martínez, P. (2021). Effectiveness of the flipped classroom model on students’ self-reported motivation and learning during the COVID-19 pandemic. Humanities and Social Sciences Communications. 8 (1), 176. https://doi. org/10.1057/s41599-021-00860-4
Chien, C. F. (2007). Development, validation and use of an instrument for assessingbusiness management learning environments in higher education in Australia: The business management education learning environment inventory(BMELEI) (Doctoral dissertation, Curtin University).
Damodharan, V. S. & Rengarajan, V. (2007). Innovative Methods of Teaching. Online. Retrieved February, 21 2024. from https://www.researchgate.net/publication/ 347306546_ Innovative_ Methods_of_Teaching
Eppard, J., & Rochdi, A. (2017). A framework for flipped learning. International Association for Development of the Information Society. In 13th International Conference of Mobile Learning https://files.eric.ed.gov/fulltext/ED579204.pdf
Fraser, B. J., Fisher, D. L., & McRobbie, C. J. (1996). Development, Validation, and Use of Personal and Class Forms of a New Classroom Environment Instrument. Paper Presented at the Annual Meeting of the American Educational Research Association. Online. Retrieved February, 21 2024. From https://scirp.org /reference/ referencespapers.aspx?referenceid=3067599
Halasa, S., Abusalim, N., Rayyan, M., Constantino, R. E., Nassar, O., Amre, H., Sharab, M., & Qadri, I. (2020). Comparing student achievement in traditional learning with a combination of blended and flipped learning. Nursing Open. 7 (4), 1129–1138. https://doi.org/10.1002/no p2.492
Hocutt, M. (2022). 10 Online Teaching Tools & Platforms for Your Virtual Classroom. Online. Retrieved February, 21 2024. from https://livestorm.co/blog/online-teaching-tools-platforms
Holm, L. B., Rognes, A., & Dahl, F. A. (2022). The FLIPPED STEP study: A randomized controlled trial of flipped vs. traditional classroom teaching in a university-level statistics and epidemiology course. International Journal of Educational Research Open, 3, 100-197. https://doi.org/10.1016/j.ijedro.2022.100197
Jacobs, H. H. (2010). Curriculum 21: Essential education for a changing world. Association for Supervision and Curriculum Development.
Li, F., Qi, J., Wang, G., & Wang, X. (2014). Traditional Classroom vs E-learning in Higher Education: Difference between Students’ Behavioral Engagement. International Journal of Emerging Technologies in Learning (IJET). 9 (2), 48. https://doi.org/ 10.3991/ijet.v9i2.3268
Lo, C.-M., Han, J., Wong, E. S. W., & Tang, C.-C. (2021). Flexible learning with multicomponent blended learning mode for undergraduate chemistry courses in the pandemic of COVID-19. Interactive Technology and Smart Education, ahead-of-print(ahead-of-print). https://doi.org/10.1108/ITSE-05-2020-0061
Mangal, S. K., & Mangal, U. (2019). Essentials of educational technology. PHI Learning Pvt. Ltd.
Mohammadi, J., Barati, H., & Youhanaee, M. (2019). The Effectiveness of Using Flipped Classroom Model on Iranian EFL Learners’ English Achievements and Their Willingness to Communicate. English Language Teaching. 12 (5), 101. https://doi. org/10.5539/elt.v12n5p101
Nathawet, P. (2020). The Study on The Use of Flipped Classroom Strategy to Develop Grammatical Accuracy in Writing and The Students’ Perceptions Towards Flipped Classroom. Faculty of Humanities, Srinakharinwirot University. Online. Retrieved February, 21 2024. from http://ir-ithesis.swu.ac.th/dspace/bi tstream/123456789/ 730/1/gs601130030.pdf
Nayar, B., & Koul, S. (2020). Blended learning in higher education: A transition to experiential classrooms. International Journal of Educational Management. 34 (9), 1357–1374. https: //doi.org/10.1108/IJEM-08-2019-0295
Oudbier, J., Spaai, G., Timmermans, K., & Boerboom, T. (2022). Enhancing the effectiveness of flipped classroom in health science education: A state-of-the-art review. BMC Medical Education. 22 (1), 34. https://doi.org/10.1186/s12909-021-03052-5
Pozo Sánchez, S., López Belmonte, J., Moreno Guerrero, A. J., & López Núñez, J. A. (2019). Impact of Educational Stage in the Application of Flipped Learning: A Contrasting Analysis with Traditional Teaching. Sustainability. 11 (21), 59-68. https://doi.org/ 10.3390/su11215968
Salmon, G. (2000). E-Moderating: The Key to Teaching and Learning Online. London: London, UK.
Say, F. S., & Yildirim, F. S. (2020). Flipped Classroom Implementation in Science Teaching. International Online Journal of Education and Teaching. 7 (2), 606-620.
Schlusmans, K., Giesbertz, W., Rusman, E., & Spoelstra, H. (2009). The introduction of a virtual classroom instrument at the Open University of the Netherlands.
Shao, M., & Liu, X. (2021). Impact of the Flipped Classroom on Students’ Learning Performance via Meta-Analysis. Open Journal of Social Sciences. 09 (09), 82-109. https://doi.org/10.4236/jss. 2021.99007
Srinivasan, M. S., & Kumar, H. (2020). FLIPPED CLASSROOM MODEL–A POSSIBILITY IN THE INDIAN HIGHER EDUCATION SYSTEM. Journal of Critical Reviews, 7(15), 1486-1490
Staker, H., & Horn, M. B. (2012). Classifying K–12 blended learning. Mountain View. CA: InnosightInstitute, Inc.
Strayer, J. F. (2007). The effects of the classroom flip on the learning environment: A comparison of learning activity in a traditional classroom and a flip classroom that used an intelligent tutoring system. Doctoral Dissertation. The Ohio State University.
Taylor, S. S., & Statler, M. (2014). Material matters: Increasing emotional engagement in learning. Journal of Management Education. 38 (4), 586-607.
Tularam, G.A., & Machisella, P. (2018). Traditional vs Non-Traditional Teaching and Learning Strategies -- The Case of E-Learning!. International Journal for mathematics teaching and learning. 19, 129-158. Retrieved from https://core.ac.uk/ download/pdf/151740254.pdf
Turoff, M. (2007). Designing a virtual classroom, department of computer and information science. New Jersey Institute of Technology.
Warren, L., Reilly, D., Herdan, A., & Lin, Y. (2020). Self-efficacy, performance, and the role of blended learning. Journal of Applied Research in Higher Education. 13 (1), 98–111. https://doi.org/10.1108/JARHE-08-2019-0210