The impacts of different flipped classroom pedagogies on secondary students' self-regulated learning abilities, learning achievement, and science process skills /

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Student Theses

2020

Lee, Lit Hong

Hong Kong : The Education University of Hong Kong

Thesis

The flipped classroom approach has gained prominence in education by reallocating the teaching of content knowledge into lecture-videos and creating more class time for student centered learning activities. However, the efficacy of the flipped classroom regarding enhancing students' self-regulated learning abilities, learning achievement, and science process skills is questionable in secondary science education. This research, therefore, employs a mixed-methods and quasi-experimental design to investigate the effectiveness of a traditional flipped classroom pedagogy and a modified flipped classroom pedagogy that is integrated with a self-regulated learning strategy and technology-enhanced Predict-Observe-Explain activities using mobile loggers in a secondary school in Hong Kong. In this study, an experimental group of modified flipped classrooms (n = 63) and a control group of traditional flipped classrooms (n = 61) were employed among four Form 2 (Grade 8) science classes with different learning abilities (higher/lower) for seven months between 2018 and 2019. Quantitative data, including the pre- and post-scores of students' self-regulated learning abilities and basic and integrated science process skills, were measured using widely-recognized instruments. Data regarding the students' learning achievement were assessed using a self-developed performance test. In addition, the post-scores of the measurements were collected from a historical control group of non-flipped traditional classrooms (n = 63) from the previous academic year for further comparison. Following the quantitative analysis, 16 students were selected purposefully for sequential semi-structured interviews to elaborate the quantitative findings. The results indicate that the modified flipped classroom pedagogy was more effective at improving the students' time-management ability, but not efficacious in enhancing their other subscales of self-regulated learning abilities when compared with the traditional flipped classroom pedagogy because of the similarity of the goal orientation among the flipped approaches. The results also show that the modified flipped classroom pedagogy was more effective at improving several subscales of the students' science process skills when compared with the traditional flipped classroom pedagogy. Furthermore, the findings demonstrate that the modified flipped classroom pedagogy was more effective at enhancing several subscales of the students' self-regulated learning abilities and learning achievement in comparison with the non-flipped traditional classroom approach. These findings are attributed to the benefits of the self-regulated Predict-Observe-Explain strategy as well as the real-time streaming and data gathering features of the mobile laboratory using mobile loggers. The results also reveal that the modified flipped classroom approach enhanced the students' self-regulated learning abilities regardless of their learning abilities, but that such an approach was particularly advantageous for the higher achievers in improving their skill in stating hypotheses. Finally, the limitations and difficulties identified in this study are discussed and recommendations for future research and practice are suggested. The research findings have significant implications for the teaching and learning of science, as well as contributing empirical evidence through the successful design and implementation of the modified flipped classroom pedagogy in secondary science education

LG51.H43 Dr 2020eb Leelh

https://educoll.lib.eduhk.hk/records/mTNhjCWq