期刊名称：International Online Journal of Education and Teaching
电子版ISSN：2148-225X
出版年度：2018
卷号：5
期号：2
页码：334-346
语种：English
出版社：Informascope
摘要：Similar to all stages of education,the use of the flipped classroom model continues to become more widespread in higher education.This paper aimed to provide insights from a pre-test and post-test experimental design-based exploration of the effects of clicker-aided flipped classroom model on learning achievement,Physics anxiety and students'perceptions.The study was conducted with the participation of 61 undergraduate students taking the Physics course.In the in-class component of the flipped classroom model,while the student response system was used with the experimental group,it was excluded during the study conducted on the control group students.The data were collected through Physics achievement test,Physics anxiety questionnaire,and semi-structured interviews,and required statistical analyses were performed: for quantitative data analysis,SPSS was applied whereas for qualitative data analysis,content analysis was performed.The gathered data were analyzed in accordance with whether the student response system was utilized in the in-class component of the flipped classroom model.The results showed that,in comparison to the control group students,the learning achievement of the experimental group students had increased and that their anxiety had decreased significantly.Furthermore,it was determined that the experimental group students had a positive perceptions of student response system’s utilization in class.This study may provide aid for lecturers in integrating the student response system to the flipped classroom model.
