Exploring students' academic achievement and autonomy in a flipped english classroom : a case study /
This study is a mixed mode case study that adopted concurrent triangulation design aimed at examining whether there was any significant difference in students' academic achievement when studying in a flipped environment opposed to a traditional one. The study also targeted investigating the ext...
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| Format: | Thesis |
| Language: | English |
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| Online Access: | http://studentrepo.iium.edu.my/handle/123456789/9667 |
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| Summary: | This study is a mixed mode case study that adopted concurrent triangulation design aimed at examining whether there was any significant difference in students' academic achievement when studying in a flipped environment opposed to a traditional one. The study also targeted investigating the extent to which studying in a flipped classroom affected learner autonomy compared to the traditional. Moreover, it explored whether there was any significant difference in academic achievement in the flipped environment in terms of autonomy and gender which is rarely explored in the flipped environments. Additionally, the study investigated the extent to which the flipped environment affected the five language skills components in the flipped course LANC1026.The study took place at the Center for Preparatory Studies (CPS) at Sultan Qaboos University in Oman in 2017/2018. The participants of the study were thirtytwo foundation students, seventeen were in the experimental group and fifteen in the control. The implementation of the flipped classroom followed PAAA, a flipped classroom implementation guide developed by the researcher and validated by experts. Results revealed that there was a significant difference in the academic achievement in favor of the experimental group as U = 69, p= 0.027 < 0.05, r= 0.39. Eta Squared test revealed that Eta Squared = 0.138 > 0.13 which indicated a large effect of the flipped classroom approach on the academic achievement. All three tools used to examine learner autonomy were in favor of the experimental group as the results for the LAQ and system logs were U = 24.5, p= 0.000 < 0.05, r= 0.69 and U = 35.5, p= 0.000 < 0.05, r= 0.62 respectively and the qualitative data collected through interviewing the teacher of the two groups indicated that the experimental group was more autonomous than the traditional one. ANOVA result for regression test showed that F= 2.786 with p- value 0.116 > 0.05 and the regression coefficients were T= 1.669 with p-value 0.116 > 0.05 which indicated that there was no significant difference in the academic achievements of male and female students who studied in the flipped classroom. Findings also showed that academic achievement of the students who studied in the experimental group was affected by the level of their autonomy as the results for the LAQ and system logs were U = 21, p= 0.046 < 0.05, r= 0.35 and U = 18, p= 0.028 < 0.05, r= 0.39 respectively. The qualitative data obtained from the interview with the teacher indicated that the students who were more autonomous were more proficient. Descriptive statistics used to test the hypothesis of the effect of flipping English course on its five language skill components showed that there was a difference in the effect of flipped course on its five language components in favor of language use with Eta Squared = 0.494 whereas the lowest effect was on reading with Eta Squared = 0.145. Several recommendations were proposed. The study calls for more research to be conducted on the effectiveness of flipped classroom across the different disciplines especially in the Omani context. The study also recommends using PAAA as an implementation guide of FC especially for new flippers. Moreover, the study recommends expanding the limited scope of implementing flipped classroom from flipping lessons and courses to having a flipped school. |
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| Item Description: | Abstracts in English and Arabic. |
| Physical Description: | xviii, 249 leaves : illustrations ; 30cm. |
| Bibliography: | Includes bibliographical references (leaves 184-199). |