Effects of blended learning through lab-rotation and flipped classroom model on academic performance and self-regulated learning among form four chemistry students
Blended learning is known as combination between the online learning and face-to-face learning. In this study, there were two blended learning models had been tested namely as lab-rotation and flipped classroom. Blended learning through lab-rotation (BLLR) model required the students to learn by...
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| Main Author: | |
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| Format: | Thesis |
| Language: | English |
| Published: |
2022
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| Subjects: | |
| Online Access: | http://psasir.upm.edu.my/id/eprint/105104/1/FPP%202022%2035%20IR.pdf |
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| Summary: | Blended learning is known as combination between the online learning and face-to-face
learning. In this study, there were two blended learning models had been tested namely
as lab-rotation and flipped classroom. Blended learning through lab-rotation (BLLR)
model required the students to learn by rotation between the computer laboratory for
online learning session and classroom for face-to-face learning. For the blended learning
through flipped classroom (BLFC) model, the students are required to learn earlier at
home using the online learning platform then, discuss the teaching task during the faceto-
face learning session at the school. The failure of Malaysian students to achieve a
minimum average score in PISA and TIMSS for four consecutive years causes them to
have difficulty in learning chemistry, especially for electrochemistry topics, when they
are in form four level (students at the age of 16). Students have several misconceptions
about electrochemistry, which they must understand at the three different levels of modes
as stated by Johnstone's Chemistry Triangle (1993) model. The researcher implements
the BLLR model and BLFC model to overcome the problems.
The study aimed to investigate the effects of blended learning through lab-rotation model
and flipped classroom model on the academic performance and self-regulated learning
(SRL) among the form four chemistry students. The research design used in this study
is mix-method explanatory design with a quantitative (ANOVA and ANCOVA)
followed by qualitative (semi-structured interview) to give comprehensive
understanding of the findings. For the quantitative part, quasi-experimental featuring a
non-randomized control group with pre-test and post-test which included a retention test
was used in this study. At the end of the treatment, the researcher had conducted a semistructured
interviews for collecting qualitative data. The total respondents involved in
this study were 92 Form Four chemistry students. The respondents were random
assigned into three groups, namely as the BLLR model group (Experimental 1), BLFC
group (Experimental 2) and F2F traditional learning method group (Control). The online learning platform chosen in this study is Google Classroom. The instruments used in this
study were academic performance test, which based on Electrochemistry’s topic in ‘Sijil
Pelajaran Malaysia’ (SPM), SRL questionnaires and a semi-structured interview
questions to explore students’ perceptions on BLLR model, BLFC model and F2F
traditional learning method.
The findings of the study revealed that BLLR model, BLFC model and F2F traditional
learning method had improved students’ academic performance and SRL among the
respondents. There was significant difference at the post-test level for academic
performance among the three groups (F (2, 88) = 118.979 and a significant level of .000
(p < .05), BLLR model showed the highest scores followed by BLFC model and F2F
traditional learning method. For the SRL, there was significant difference at the post-test
level among the three groups (F (2, 88) = 48.648 and a significant level of .000 (p < .05),
BLFC model showed the highest scores followed by BLLR model and F2F traditional
learning. At the retention test level, for academic performance test there was significant
different among the three groups (F (2, 88) = 294.797 and a significant level of .000 (p
< .05), BLFC model showed the highest scores followed by BLLR model and F2F
traditional learning. For SRL at the retention test level, there was significant different
among the three groups (F (2, 88) = 29.083 and a significant level of .000 (p < .05),
BLFC model showed the highest scores followed by BLLR model and F2F traditional
learning method. The findings in qualitative part through the semi-structured interviews
showed that the respondents in the BLLR model and BLFC model agreed that these
methods were effective, interesting and convenient to improve their academic
performance and SRL.
The findings revealed that the BLLR model had a potential to improve academic
performance at the post-test level while the BLFC model at the retention level. BLFC
model showed the effective method of instruction in enhancing SRL and retained it as
well. These findings suggest that BLFC model is the most effective instruction to
improve academic performance and SRL compared to BLLR and F2F traditional
learning method. This instructional method provides an alternative way in teaching and
learning by implementing constructivism theory through the Google Classroom online
learning platform to enhance the academic performance and SRL among the secondary
school students. Moreover, during the global pandemic COVID-19, policymakers and
school principals should implement the BLLR and BLFC models to support students in
teaching and learning, as well as in continuing the Science Technology Engineering and
Mathematics (STEM) program at the tertiary level. |
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