Flipping the Classroom in Senior High School Textile Education to Enhance Students’ Learning Achievement and Self-Efficacy
Bibliographic Data
| ID | 22046757 |
|---|---|
| Authors | Annette Akuamoah Boateng (Kwame Nkrumah University of Science and Technology), Harry Barton Essel (0000-0001-7232-3640, Kwame Nkrumah University of Science and Technology), Dimitrios Vlachopoulos (0000-0002-2033-7343, Amsterdam University of Applied Sciences, corresponding author), Esi Eduafua Johnson (0000-0002-5624-1802, Kwame Nkrumah University of Science and Technology), Vincentia Okpattah (0000-0002-9521-4145, Kwame Nkrumah University of Science and Technology) |
| Year | 2022 |
| Volume | 12 |
| Issue | 2 |
| Pages | 131 |
| Publication date | 2022-02-18 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci12020131 |
| OpenAlex | W4213019435 |
| Language | EN |
| Citations received | 3 |
| References cited | 28 |
The study analysed the impact of the flipped classroom (FC) approach on weaving experience, self-efficacy and students’ learning achievement. To achieve this purpose, a quasi-experimental (pre-test/post-test) design, with a control group and an experimental group, was implemented. A mixed methods approach was used to evaluate the outcomes of the intervention. Forty- four first year senior high school students of an elective textile education subject participated in the study. An academic achievement test and a semi-structured group interview were employed as data-gathering instruments. Descriptive and inferential statistics (parametric and nonparametric tests), as well as thematic analysis were used to analyse the data collected. Findings of the study indicated that, regarding the acquisition of skill set and the maintenance of academic achievement, the students in the treatment group taught using the FC approach obtained higher levels of achievement juxtaposed with the students in the control group tutored with a traditional teacher-centred approach. The study further established that a flipped-classroom approach was engaging, interactive and exciting for students. The students in the experimental group, via the qualitative inquiry, expressed satisfaction with the practice in weaving and felt elevated in their knowledge, attitudes, self-learning, problem-solving and critical thinking skills acquisition. Therefore, the study recommended that the school adopt the FC approach as a method of teaching studio-based Visual Art subjects to support instructional hours
Academic achievement · Achievement test · Descriptive statistics · Flipped Classroom · Mathematics education · Qualitative property · Qualitative research · Standardized test · Teaching method · Thematic analysis · Computer Science · Education and Learning Interventions · Educational Innovations and Technology · Innovative Teaching Methods · Mathematics · Psychology
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| Unique citing works | 3 |
|---|---|
| Citations per year | 0,75 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |