Flipping the Classroom in Senior High School Textile Education to Enhance Students' Learning Achievement and Self-Efficacy

Autor/inn/en	Boateng, Annette Akuamoah; Essel, Harry Barton; Vlachopoulos, Dimitrios; Johnson, Esi Eduafua; Okpattah, Vincentia
Titel	Flipping the Classroom in Senior High School Textile Education to Enhance Students' Learning Achievement and Self-Efficacy
Quelle	In: Education Sciences, 12 (2022), Artikel 131 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Essel, Harry Barton) ORCID (Vlachopoulos, Dimitrios)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Academic Achievement; Achievement Tests; Flipped Classroom; Teaching Methods; Elective Courses; Textiles Instruction; Comparative Analysis; Outcomes of Education; Intervention; Skill Development; Instructional Effectiveness; High School Students; Foreign Countries; Ghana + Suchen Sie Ihr Suchwort? Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Flipped classrooms; Flip teaching; Inverted teaching; Teaching method; Lehrmethode; Unterrichtsmethode; Elective course; Wahlkurs; Lernleistung; Schulerfolg; Kompetenzentwicklung; Qualifikationsentwicklung; Unterrichtserfolg; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01