Kesan kaedah flipped classroom menerusi pembelajaran berasaskan projek ke atas pencapaian dan gaya pembelajaran pelajar

Flipped classroom is a 21st century learning approach, which prepares students for understanding the concept of a topic before learning in the classroom. Flipped classroom is proposed as a solution to facilitate learning of Mathematics among students. The research studied the effects of the flipped...

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Main Author:	A. Rahman, Azlina
Format:	Thesis
Language:	English
Published:	2017
Subjects:	LB Theory and practice of education
Online Access:	http://eprints.utm.my/id/eprint/79254/1/AzlinaARahmanPFP2017.pdf
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id	my-utm-ep.79254
record_format	uketd_dc
spelling	my-utm-ep.792542018-10-14T08:39:53Z Kesan kaedah flipped classroom menerusi pembelajaran berasaskan projek ke atas pencapaian dan gaya pembelajaran pelajar 2017 A. Rahman, Azlina LB Theory and practice of education Flipped classroom is a 21st century learning approach, which prepares students for understanding the concept of a topic before learning in the classroom. Flipped classroom is proposed as a solution to facilitate learning of Mathematics among students. The research studied the effects of the flipped classroom approach through project based learning to maximize students‟ achievements in a difficult subject, such as Mathematics. This study was preceded by determining the dominant learning style using the Learning Style Questionnaire. The Learning Style Questionnaire consists of individual and group constructs. A quasi experimental design was conducted to measure the students‟ achievement through the analysis of ANCOVA. 61 Form Two students from a boarding school were selected, and 31 students were selected for the treatment group while 30 students were selected for the control group. The treatment group experienced the flipped classroom approach while the control group was conducted in a conventional class. Students‟ perceptions were obtained through the Students‟ Engagement Questionnaire while the students‟ experiences were obtained through the Flipped Classroom Questionnaire and interview sessions. A pilot study was conducted to obtain the validity and reliability of all the instruments. The findings suggest that the most dominant learning style of the students before the execution of the flipped classroom method was the group learning style. Meanwhile, the finding from the Achievement Test showed that the treatment group had experienced a significant improvement in grades compared to the control group. Moreover, from the project based learning, a rubric analytical instrument showed the potentials to form individual or group learning style. The findings from the Learning Style Questionnaire after the treatment showed that a number of students had succeeded to master the two types of learning comprising individual and group learning. Finally, a framework for students‟ engagement in learning based on learning styles to improve students‟ achievement through project based learning in flipped classroom was developed through a tree analysis using the concept of probability. The framework of this flipped classroom research can be used by students and serves as a guide for teachers to execute the approach through project based learning effectively and systematically. 2017 Thesis http://eprints.utm.my/id/eprint/79254/ http://eprints.utm.my/id/eprint/79254/1/AzlinaARahmanPFP2017.pdf application/pdf en public phd doctoral Universiti Teknologi Malaysia, Faculty of Education Faculty of Education
institution	Universiti Teknologi Malaysia
collection	UTM Institutional Repository
language	English
topic	LB Theory and practice of education
spellingShingle	LB Theory and practice of education A. Rahman, Azlina Kesan kaedah flipped classroom menerusi pembelajaran berasaskan projek ke atas pencapaian dan gaya pembelajaran pelajar
description	Flipped classroom is a 21st century learning approach, which prepares students for understanding the concept of a topic before learning in the classroom. Flipped classroom is proposed as a solution to facilitate learning of Mathematics among students. The research studied the effects of the flipped classroom approach through project based learning to maximize students‟ achievements in a difficult subject, such as Mathematics. This study was preceded by determining the dominant learning style using the Learning Style Questionnaire. The Learning Style Questionnaire consists of individual and group constructs. A quasi experimental design was conducted to measure the students‟ achievement through the analysis of ANCOVA. 61 Form Two students from a boarding school were selected, and 31 students were selected for the treatment group while 30 students were selected for the control group. The treatment group experienced the flipped classroom approach while the control group was conducted in a conventional class. Students‟ perceptions were obtained through the Students‟ Engagement Questionnaire while the students‟ experiences were obtained through the Flipped Classroom Questionnaire and interview sessions. A pilot study was conducted to obtain the validity and reliability of all the instruments. The findings suggest that the most dominant learning style of the students before the execution of the flipped classroom method was the group learning style. Meanwhile, the finding from the Achievement Test showed that the treatment group had experienced a significant improvement in grades compared to the control group. Moreover, from the project based learning, a rubric analytical instrument showed the potentials to form individual or group learning style. The findings from the Learning Style Questionnaire after the treatment showed that a number of students had succeeded to master the two types of learning comprising individual and group learning. Finally, a framework for students‟ engagement in learning based on learning styles to improve students‟ achievement through project based learning in flipped classroom was developed through a tree analysis using the concept of probability. The framework of this flipped classroom research can be used by students and serves as a guide for teachers to execute the approach through project based learning effectively and systematically.
format	Thesis
qualification_name	Doctor of Philosophy (PhD.)
qualification_level	Doctorate
author	A. Rahman, Azlina
author_facet	A. Rahman, Azlina
author_sort	A. Rahman, Azlina
title	Kesan kaedah flipped classroom menerusi pembelajaran berasaskan projek ke atas pencapaian dan gaya pembelajaran pelajar
title_short	Kesan kaedah flipped classroom menerusi pembelajaran berasaskan projek ke atas pencapaian dan gaya pembelajaran pelajar
title_full	Kesan kaedah flipped classroom menerusi pembelajaran berasaskan projek ke atas pencapaian dan gaya pembelajaran pelajar
title_fullStr	Kesan kaedah flipped classroom menerusi pembelajaran berasaskan projek ke atas pencapaian dan gaya pembelajaran pelajar
title_full_unstemmed	Kesan kaedah flipped classroom menerusi pembelajaran berasaskan projek ke atas pencapaian dan gaya pembelajaran pelajar
title_sort	kesan kaedah flipped classroom menerusi pembelajaran berasaskan projek ke atas pencapaian dan gaya pembelajaran pelajar
granting_institution	Universiti Teknologi Malaysia, Faculty of Education
granting_department	Faculty of Education
publishDate	2017
url	http://eprints.utm.my/id/eprint/79254/1/AzlinaARahmanPFP2017.pdf
_version_	1747818183757135872

Kesan kaedah flipped classroom menerusi pembelajaran berasaskan projek ke atas pencapaian dan gaya pembelajaran pelajar

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