The effects of the flipped classroom on technical high school students with low self-esteem

• Autores: Po Wen Cheng, Po Wen Liu, Chin Chung Huang, Wen Jye Shyr
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 35, no. Extra 5, 2019, págs. 1518-1525
• Idioma: inglés
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• Resumen

  • This study aimed to investigate the effectiveness of flipped classroom practical project-based teaching on the learning of technicalhigh school students with low self-esteem. This study used experimental research methods conducted for a total of 8 hours over a4-week period of practical project-based instruction as experienced by the subject of the study engineering student at a technicalhigh school in Taiwan. Students in the experimental group were taught using the flipped classroom method, while students in thecontrol group were instructed via traditional teaching methods. Statistical analysis of student grades was conducted before andafter the experiment, resulting in the following findings: (1) The flipped classroom method contributed to improving studentlearning ability and learning effectiveness in practical project-based course. (2) The flipped classroom method contributed toimproving the test scores of students with low self-esteem. After interviewing the students with low self-esteem and gathering theirfeedback, this study discovered that students found previewing course presentations and interacting with other students in smallgroups to be very helpful. The flipped classroom method notably increases the feasibility of implementing practical project-basedcourse and the effectiveness of student learning.