An investigation of the use of flipped classroom in improving students cause and effect essay writing
This research aimed to investigate the effectiveness of flipped classroom approach in improvingstudents cause and effect essay writing skills compared to the conventional teacher-centredapproach. Samples consisted of two randomly selected intact groups from the Foundation Levelstudents of a universi...
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LB Theory and practice of education Lim, Kun Yin An investigation of the use of flipped classroom in improving students cause and effect essay writing |
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This research aimed to investigate the effectiveness of flipped classroom approach in improvingstudents cause and effect essay writing skills compared to the conventional teacher-centredapproach. Samples consisted of two randomly selected intact groups from the Foundation Levelstudents of a university, with a total number of 60. The control group went through the conventional teacher-centred lecture while the experimental group was exposed to theflipped classroom approach. This research involved a mixed-method design which used boththe qualitative and quantitative approaches. Data were collected through a quasi-experimentalmethod involving a post- test and also group interview and classroom observation sessions.Quantitative data were analysed using independent sample t-test and the qualitative data wereanalysed using thematic analysis. The findings indicated that the students were generallyin favour of and were interested in learning through flipped classroom approach due to the flexibility of the learning materials and enhancement of lecturer-studentsinteraction. The t-test result for post-test showed that the experimental group differedsignificantly from the control group [t (58) = -9.607; p <.05]. The mean score of the post-test ofthe experimental group (M=16.50 ; SD=1.358) was higher than the mean score of the control group(M=12.20 ; SD=2.041). In conclusion, it showed that the flipped classroom approach was effective inimproving students cause and effect essay writing skills in comparison to the conventionalteacher-centred approach. The ation of the research reflected that further researchshould be conducte oexpand the implementation of flipped classroom approach to other writing genres. |
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Lim, Kun Yin |
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Lim, Kun Yin |
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An investigation of the use of flipped classroom in improving students cause and effect essay writing |
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An investigation of the use of flipped classroom in improving students cause and effect essay writing |
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An investigation of the use of flipped classroom in improving students cause and effect essay writing |
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An investigation of the use of flipped classroom in improving students cause and effect essay writing |
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investigation of the use of flipped classroom in improving students cause and effect essay writing |
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oai:ir.upsi.edu.my:54762021-01-11 An investigation of the use of flipped classroom in improving students cause and effect essay writing 2019 Lim, Kun Yin LB Theory and practice of education This research aimed to investigate the effectiveness of flipped classroom approach in improvingstudents cause and effect essay writing skills compared to the conventional teacher-centredapproach. Samples consisted of two randomly selected intact groups from the Foundation Levelstudents of a university, with a total number of 60. The control group went through the conventional teacher-centred lecture while the experimental group was exposed to theflipped classroom approach. This research involved a mixed-method design which used boththe qualitative and quantitative approaches. Data were collected through a quasi-experimentalmethod involving a post- test and also group interview and classroom observation sessions.Quantitative data were analysed using independent sample t-test and the qualitative data wereanalysed using thematic analysis. The findings indicated that the students were generallyin favour of and were interested in learning through flipped classroom approach due to the flexibility of the learning materials and enhancement of lecturer-studentsinteraction. The t-test result for post-test showed that the experimental group differedsignificantly from the control group [t (58) = -9.607; p <.05]. The mean score of the post-test ofthe experimental group (M=16.50 ; SD=1.358) was higher than the mean score of the control group(M=12.20 ; SD=2.041). In conclusion, it showed that the flipped classroom approach was effective inimproving students cause and effect essay writing skills in comparison to the conventionalteacher-centred approach. The ation of the research reflected that further researchshould be conducte oexpand the implementation of flipped classroom approach to other writing genres. 2019 thesis https://ir.upsi.edu.my/detailsg.php?det=5476 https://ir.upsi.edu.my/detailsg.php?det=5476 text eng closedAccess Masters Universiti Pendidikan Sultan Idris Fakulti Bahasa dan Komunikasi Ahmet Basal. (2015). The implementation of a flipped classroom in foreign language teaching.Turkish Online Journal of Distance Education, 16(4), 28-37.Alaa Sadik. (2015). Students preferences for types of video lectures: Lecture capture vs.screencasting recordings. International Journal of Higher Education, 4(4), 94-104.Amorose, A.J., & Horn, T.S. (2000). Intrinsic motivation: Relationships with collegiate athletesgender, scholarship status, and perceptions of their coaches behavior. Journal of Sport & ExercisePsychology, 22, 63-84.Arlina Ahmad Zaki., & Melor Md Yunus. (2015). 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