Students' improved understanding in nuclear physics in a flipped classroom
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ID: 287635
2019
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Abstract
Gen Z learners are digital natives. They are highly dependent on information technology as brought by breakthroughs in networked and web-based learning. As the needs of the learners progress, the need for an innovative instructional approach arises. Thus, this action research sought to improve physics instruction with the aid of technology employing the flipped classroom method to improve the conceptual understanding of the learners. One intact class involving 37 students from the University Laboratory School, University of Southern Mindanao, Kabacan, Cotabato were the participants of the study. Conceptual understanding of the students was measured through various assessments such as a 50-item concept test, formative quiz, worksheet and online discussion. Results revealed a significant difference in their pretest and posttest scores. The learners’ results, on average, improved with a gain of 12.6 in the mean scores for the posttest denoting that the level of understanding of the students increased after the intervention. The computed Cohens’ d and Hake’s g signified that the intervention of flipping the classroom yielded a positive impact on students’ understanding. Quizzes and worksheets scores were analyzed as well, and majority of the students fell under the ‘excellent to very good’ rating. Qualitative data from their learning journal log supported their improvement in understanding. Furthermore, the students perceived the flipped classroom positively. Quantitative and qualitative findings indicated that the student participants responded favorably to the flipped model of instruction. Overall, flipped classroom had positive impact towards the learning experiences of the students.
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| Authors | Diel, Eric John Camasura |
| Journal | Malay Journal |
| Year | 2019 |
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| Keywords | Keywords not found |
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