Students' Learning Outcomes and Self-efficacy Perception in a Flipped Classroom
Mohamed Ibrahim, Rebecca Callaway, Arkansas Tech University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in New Orleans, LA, USA ISBN 978-1-939797-12-4 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
The purpose of this study was to investigate the implications of the use of flipped teaching strategy on preservice teachers’ learning outcomes, self-efficacy and perception. The investigators employed a within-subject design with independent variable: the teaching method (flipped-based (FB) or lecture-based (LB) and two dependent variables: (1) learning outcome (2) students’ perception of self-efficacy to integrate technology in teaching. The results showed that there were differences between students’ mean test scores and the differences were statistically significant (higher in FB). The results also showed that students’ self-efficacy mean scores were higher after using FB compared to LB and the differences were statistically significant. Finally, preservice teachers favor the use of FB strategy in technology integration course compared to the LB (452 in favor vs. 104 not in favor), (62.90% in favor vs.14.50% not in favor).
Ibrahim, M. & Callaway, R. (2014). Students' Learning Outcomes and Self-efficacy Perception in a Flipped Classroom. In T. Bastiaens (Ed.), Proceedings of World Conference on E-Learning (pp. 899-908). New Orleans, LA, USA: Association for the Advancement of Computing in Education (AACE).
© 2014 Association for the Advancement of Computing in Education (AACE)
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