Effectiveness of the flipped classroom model in minimizing students’ learning performance gaps in higher education

Gamar Assagaf, Patma Sopamena, Dinar Riaddin, Julham Hukom, Abdulnassir Yassin

Abstract

Effectiveness of the flipped classroom model in minimizing student achievement gaps in higher education. Various previous experimental studies have highlighted the potential of the flipped classroom model (FCM) for improving student learning performance. However, the question of how far FCM can make a positive contribution to various academic abilities remains unclear. Some studies suggest that some learning models tend to benefit students with higher academic abilities (UA) than those with lower abilities (LA). Objectives: This study aims to explore whether the application of FCM can be effective in reducing the learning performance gap between LA and UA students. Method: We used an ANCOVA test with a 3 x 2 factorial design to answer this research question. We applied three different learning models (FCM, PBL, and Expository) to a total of 25 LA and UA students. Results: The analysis results showed that using the FCM model was more successful in reducing the learning performance gap between LA and UA students compared to the PBL and expository models. Conclusion: These findings make a significant contribution to our understanding of the effectiveness of specific learning models in addressing learning performance gaps, with important implications for the development of more inclusive learning policies and practices.

Keywords

Learning performance gaps; Flipped classroom model; Problem-based learning

Full Text:

Fulltext PDF

References

Adeyemo, S. A., & Babajide, V. F. (2014). Effects of mastery learning approach on students’ achievement in physics. International Journal of Scientific & Engineering Research, 5(2), 910-920.

Al-Samarraie, H., Shamsuddin, A., & Alzahrani, A. I. (2020). A flipped classroom model in higher education: a review of the evidence across disciplines. Educational Technology Research and Development, 68(3), 1017-1051.

Angelone, L., Warner, Z., & Zydney, J.M. (2020). Optimizing the technological design of a blended synchronous learning environment. Online Learning, 24(3), 222-240.

Bächtold, M. (2013). What do students “construct” according to constructivism in science education? Research in science education, 43(6), 2477-2496.

Badawi., Sumarno., Hukom., J, Prihatmojo, A., Manaf, A, Suciati, I., Ratau, A. (2023). Integration of blended learning and Project-Based Learning (BPjBL) on achievement of students’ learning goals: A meta-analysis study. Pegem Journal of Education and Instruction, 13(4), 274–281.

Bawaneh, A. K., & Moumene, A. B. H. (2020). Flipping the classroom for optimizing undergraduate students' motivation and understanding of medical physics concepts. EURASIA Journal of Mathematics, Science and Technology Education, 16(11).

Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education.

Bormanaki, H. B., & Khoshhal, Y. (2017). The role of equilibration in Piaget's Theory of Cognitive Development and its implication for receptive skills: A theoretical study. Journal of Language Teaching & Research, 8(5), 996-1005.

Bredow, C. A., Roehling, P. V., Knorp, A. J., & Sweet, A. M. (2021). To flip or not to flip? A meta-analysis of the efficacy of flipped learning in higher education. Review of educational research, 91(6), 878-918.

Busyairi, A., & Verawati, N. N. S. P. (2022). Penerapan flipped classroom berbasis pendekatan multirepresentasi untuk meningkatkan pemahaman konsep mahasiswa dimasa pandemi Covid-19 [Implementation of flipped classroom based on multirepresentation approach to improve students' conceptual understanding during the Covid-19 pandemic]. Karst: Jurnal Pendidikan Fisika Dan Terapannya, 5(1), 1-7.

Clark, R. M., Kaw, A. K., & Gomes, R.B. (2022). Adaptive learning: Helpful to the flipped classroom in the online environment of COVID? Computer Applications in Engineering Education, 30(2), 517-531.

DeRobertis, E. M. (2021). Piaget and Husserl: Comparisons, contrasts, and challenges for future research. The Humanistic Psychologist, 49(4), 1-23.

Divjak, B., Rienties, B., Iniesto, F., Vondra, P., & Žižak, M. (2022). Flipped classrooms in higher education during the COVID-19 pandemic: Findings and future research recommendations. International journal of educational technology in higher education, 19(1), 9.

Ersoy, E. (2014). The effects of problem-based learning method in higher education on creative thinking. Procedia-Social and Behavioral Sciences, 116, 3494-3498.

Flipped Learning Network (FLN). (2014). What is flipped learning? The four pillars of F-L-I-P. In Flipped Learning Network.

Haataja, E., Moreno-Esteva, E. G., Salonen, V., Laine, A., Toivanen, M., & Hannula, M. S. (2019). Teacher's visual attention when scaffolding collaborative mathematical problem-solving. Teaching and Teacher Education, 86, 102877.

Hendarwati, E., Nurlaela, L., Bachri, B., & Sa'ida, N. (2021). Collaborative problem-based learning integrated with online learning. International Journal of Emerging Technologies in Learning (iJET), 16(13), 29-39.

Ishartono, N., Nurcahyo, A., Waluyo, M., Prayitno, H. J., & Hanifah, M. (2022). Integrating GeoGebra into the flipped learning approach to improve students' self-regulated learning during the covid-19 pandemic. Journal on Mathematics Education, 13(1), 69-86.

Jang, H. Y., & Kim, H. J. (2020). A meta-analysis of the cognitive, affective, and interpersonal outcomes of flipped classrooms in higher education. Education Sciences, 10(4), 115.

Lourenço, O. (2012). Piaget and Vygotsky: Many resemblances, and a crucial difference. New ideas in psychology, 30(3), 281-295.

Lozano-Lozano, M., Fernández-Lao, C., Cantarero-Villanueva, I., Noguerol, I., Álvarez-Salvago, F., Cruz-Fernández, M., ... & Galiano-Castillo, N. (2020). A blended learning system to improve motivation, mood state, and satisfaction in undergraduate students: Randomized controlled trial. Journal of medical Internet research, 22(5), 1-13.

Prayitno, B. A., & Suciati. (2017). Narrowing the gap of science students’ learning outcomes through INSTAD strategy. The New Educational Review, 50, 123-133.

Prayitno, B. A., Sugiharto, B., & Titikusumawati, E. (2022). Effectiveness of collaborative constructivist strategies to minimize gaps in students’ understanding of biological concepts. International Journal of Emerging Technologies in Learning, 17(11), 114-127.

Prayitno, B., Sugiharto, B., & Titikusumawati, E. (2022). Effectiveness of collaborative constructivist strategies to minimize gaps in students’ understanding of biological concepts. International Journal of Emerging Technologies in Learning (iJET), 17(11), 114-127.

Purnomo, B., Muhtadi, A., Ramadhani, R., Manaf, A., & Hukom, J. (2022). The effect of flipped classroom model on mathematical ability: A meta-analysis study. Jurnal Pendidikan Progresif, 12(3), 1201-1217.

Sargent, J., & Casey, A. (2020). Flipped learning, pedagogy and digital technology: Establishing consistent practice to optimise lesson time. European Physical Education Review, 26(1), 70-84.

Setiawan, A. A., Muhtadi, A., & Hukom, J. (2022). Blended learning and student mathematics ability in Indonesia: A meta-analysis study. International Journal of Instruction, 15(2), 905-916.

Shi, Y., Ma, Y., MacLeod, J., & Yang, H. H. (2020). College students’ cognitive learning outcomes in flipped classroom instruction: A meta-analysis of the empirical literature. Journal of Computers in Education, 7, 79-103.

Shih, H. C. J., & Huang, S. H. C. (2020). College students’ metacognitive strategy use in an EFL flipped classroom. Computer Assisted Language Learning, 33(7), 755-784.

Siddaiah-Subramanya, M., Smith, S., & Lonie, J. (2017). Mastery learning: How is it helpful? An analytical review. Advances in medical education and practice, 8, 269-275.

Stöhr, C., Demazière, C., & Adawi, T. (2020). The polarizing effect of the online flipped classroom. Computers & Education, 147, 103789.

Stoltz, T. (2018). Consciousness in Piaget: Possibilities of understanding. Psicologia: Reflexão e Crítica, 31.

Sulistyowati, E., Rohman, A., & Hukom, J. (2023). Flipped classroom model: Minimizing gaps in understanding mathematical concepts for students with different academic abilities. European Journal of Mathematics and Science Education, 5(1), 27-37.

Sulistyowati, E., Hukom, J., & Muhtadi, A. (2023). Meta-analysis of flipped classroom on students' mathematics abilities: Effectiveness and heterogeneity analysis. JTP-Jurnal Teknologi Pendidikan, 25(2), 140-159.

Titikusumawati, E., Sa'dijah, C., As' ari, A. R., & Susanto, H. (2020). The effectiveness of the integration of open-ended and collaborative (OE-C) learning strategies in reducing gaps of elementary school students' creative thinking skills. Ilkogretim Online, 19(1).

Zheng, L., Bhagat, K. K., Zhen, Y., & Zhang, X. (2020). The effectiveness of the flipped classroom on students’ learning achievement and learning motivation. Journal of Educational Technology & Society, 23(1), 1-15.

DOI: https://doi.org/10.20961/jdc.v8i3.94590

Refbacks

  • There are currently no refbacks.