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Dergiler / IOJET / 2022 / Cilt: 9 - Sayı: 2

BOOSTING STUDENTS’ READING COMPREHENSION ATTAINMENT WITH FLIPPED CLASSROOM MODEL: A PILOT STUDY AT STATE POLYTECHNIC OF SRIWIJAYA

Welly ARDINSYAH
Wasitoh MERIANI
Risnawati
Dergi
IOJET
Sayfa
871–883
Yayın Tarihi
2022-10-18
DOI
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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Pre-test scores of both groups compared by using independent t-test revealed no significant difference between these groups (.505>.05), while post-test scores of both groups showed significant difference (.000

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Amaç & Hipotez:The study investigated the impact of the flipped classroom on the second semester students in accounting class.
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Temel Bulgular & Veri:Participants (n=50) were assigned to a control group (using traditional instruction) or an experimental group (using flipped classroom model).
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Sonuç & Katkı:Pre-test scores of both groups compared by using independent t-test revealed no significant difference between these groups (.505>.05), while post-test scores of both groups showed significant difference (.000
🔬Tür:Modelleme & Sayısal Simülasyon
📍Kapsam:2021-2022 Verileri
⚙️Değişkenler:Alan Parametreleri

Abstract

The study investigated the impact of the flipped classroom on the second semester students in accounting class. Participants (n=50) were assigned to a control group (using traditional instruction) or an experimental group (using flipped classroom model). A quasi-experiment in reading comprehension course on the second semester in academic year 2021-2022 was used. The Kolmogorov-Smirnov and Shapiro-Wilk test were .083 and .156 for pre-test control group, .200 and .787 for post-test control group, .119 and .185 for pre-test experimental group, and .095 and .101 for post-test experimental group suggesting normal distributions (p>.05). Homogeneity tests based on mean, median, median and with adjusted df, and trimmed mean were .857, .827, .827, and .857 indicating that Homogeneity tests were >.05. Pre-test scores of both groups compared by using independent t-test revealed no significant difference between these groups (.505>.05), while post-test scores of both groups showed significant difference (.000

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Bu Makaleye Atıf Yap

ARDINSYAH, W., MERIANI, W., Risnawati, R. (2022). BOOSTING STUDENTS’ READING COMPREHENSION ATTAINMENT WITH FLIPPED CLASSROOM MODEL: A PILOT STUDY AT STATE POLYTECHNIC OF SRIWIJAYA. IOJET, Cilt: 9 - Sayı: 2, 871–883. https://ajindex.com/articles/542111

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Kaynakça (8)

  1. Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research. Higher Education Research and Development, 34(1), 1–14. https://doi.org/10.1080/07294360.2014.934 336 Alyousef, Hesham Suleiman. (2006). Teaching reading comprehension to ESL/EFL learners. Journal of Language and Learning, 5(1), 63-73. Retrieved on Nov 1, 2021 from https://www.researchgate.net/publication/235771368_Teaching_reading_comprehension_t o_ESLEFL_learners/link/00463514d0e2b8f675000000/download Al‐Zahrani, A. M. (2015). From passive to active: The impact of the flipped classroom through social learning platforms on higher education students' creative thinking. British Journal of Educational Technology, 46(6), 1133-1148.
  2. Bergmann, J., & Sams, A. (2012). Before you flip, consider this. Phi Delta Kappan, 94(2), 25. Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Alexandria, VA: Association for Supervision and Curriculum Development. Bishop, J. L., & Verleger, M. A. (2013), The flipped classroom: A Survey of the research. In Walter W.B (Ed), Proceedings of Research, Computer in Education: 20th American Society for Engineering Education Annual Conference & Exposition (pp. 1-18).
  3. Atlanta, Georgia. https://doi.org/10.18260/1-2--22585
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