Pre-service teachers' achievement and perceptions of the classroom environment in flipped learning and traditional instruction classes

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Özüdoğru M., Aksu M.

Australasian Journal of Educational Technology, cilt.36, sa.4, ss.27-43, 2020 (SSCI) identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 36 Sayı: 4
  • Basım Tarihi: 2020
  • Doi Numarası: 10.14742/ajet.5115
  • Dergi Adı: Australasian Journal of Educational Technology
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, IBZ Online, EBSCO Education Source, Educational research abstracts (ERA), ERIC (Education Resources Information Center), INSPEC
  • Sayfa Sayıları: ss.27-43
  • Anahtar Kelimeler: Classroom environment perceptions, Flipped learning, Pre-service teacher education, Principles and methods of instruction course, Student achievement
  • Gazi Üniversitesi Adresli: Hayır

Özet

The aim of this study was to investigate whether flipped learning affects pre-service teachers' achievement and perceptions related to the classroom environment. This experimental study was conducted in the fall semester of 2017-2018 for 11 weeks at a state university in Turkey and included a total of 56 pre-service teachers. An achievement test and a scale were implemented to collect the data. The analyses through descriptive and inferential statistical analysis techniques showed that flipped learning group obtained significantly higher achievement test scores and final grades than the traditional instruction group. On the other hand, being in the flipped learning group or in the traditional group had no significant effect on the pre-service teachers' perceptions of the classroom environment. Implications for practice or policy: • University administrators may organise in-service training programs for instructors on computer applications, software, and games as implementing them in courses may increase learner satisfaction and contribute to a more positive classroom environment. • Instructors need to consider the duration of lecture videos as videos should not be too long. • Instructors need to consider the length and content of lecture videos-students are more likely to come to class prepared if videos are kept to a manageable length and the content is "chunked".