research-article

Flipped classroom enhances student's metacognitive awareness

Authors:

Jaypee M. Limueco,

Maricar S. PrudenteAuthors Info & Claims

IC4E '19: Proceedings of the 10th International Conference on E-Education, E-Business, E-Management and E-Learning

Pages 70 - 74

https://doi.org/10.1145/3306500.3306507

Published: 10 January 2019 Publication History

Abstract

This study aimed to explore the impact of Flipped Classroom model to the students' metacognitive awareness. Quasi-experimental designed was utilized. Qualitative method of research was done to determine the impact of the Flipped Classroom model to the eight subcomponents of metacognition. Two heterogeneous Grade 9 classes were the participants of this study. Purposive sampling was used in choosing the participants. One group of 50 students was assigned to the treatment group and the other group of 49 students was assigned as control. Flipped classroom was implemented in the treatment group. On the other hand, the control group was taught using lecture method. During the implementation process, energy and momentum concepts were covered in a total of twelve hours of in-class sessions. Metacognitive Awareness Inventory (MAI) was used to assess the level of metacognitive awareness of the students in both groups before and after then intervention. Data from MAI were analyzed using descriptive and quantitative analysis. Reflective journal was used to gather qualitative data that will support the results of the MAI. Paired t-test was used to determine if there is a significant difference between the different subcomponents of the students before and after the implementation. Results revealed that students in the treatment group showed significant improvement in terms of all 8 subcomponents of metacognition. Analysis of reflective journal logs showed that the students demonstrated metacognitive awareness during instruction. In contrast, no significant increase on the level of students' metacognitive awareness was evident in the control group. The findings of this study provide a valid reason to say that The Flipped Classroom has improved students' metacognition.

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Cited By

Türkmen GHopcan SPolat E(2024)Sustaining Undergraduate Students’ Metacognitive Regulatory Actions During Online Flipped Programming CourseJournal of Learning and Teaching in Digital Age10.53850/joltida.13910399:2(111-128)Online publication date: 10-Jul-2024
https://doi.org/10.53850/joltida.1391039
PAMUK İALAGÖZLÜ N(2024)A Study on Self-Regulated Learning in a Flipped Classroom Model of EFL Writing Instructionİngilizce Yazma Öğretiminin Ters Yüz Bir Sınıf Modelinde Öz-Düzenlemeli Öğrenme Üzerine Bir AraştırmaBartın Üniversitesi Eğitim Fakültesi Dergisi10.14686/buefad.113103113:1(120-133)Online publication date: 17-Jan-2024
https://doi.org/10.14686/buefad.1131031
Kirchner-Krath JSchmidt-Kraepelin MSchöbel SUllrich MSunyaev AVon Korflesch H(2024)Outplay Your Weaker Self: A Mixed-Methods Study on Gamification to Overcome Procrastination in AcademiaProceedings of the 2024 CHI Conference on Human Factors in Computing Systems10.1145/3613904.3642048(1-19)Online publication date: 11-May-2024
https://dl.acm.org/doi/10.1145/3613904.3642048
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Index Terms

Flipped classroom enhances student's metacognitive awareness
1. Applied computing
  1. Education
2. Social and professional topics
  1. Professional topics
    1. Computing education
      1. K-12 education

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cover image ACM Other conferences

IC4E '19: Proceedings of the 10th International Conference on E-Education, E-Business, E-Management and E-Learning

January 2019

469 pages

ISBN:9781450366021

DOI:10.1145/3306500

Conference Chairs:
Kuan-Chou Chen
Purdue University Northwest
,
Yongsheng Ma
University of Alberta, Canada

Copyright © 2019 ACM.

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Association for Computing Machinery

New York, NY, United States

Publication History

Published: 10 January 2019

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Science Education Institute

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IC4E 2019

IC4E 2019: 2019 10th International Conference on E-Education, E-Business, E-Management and E-Learning

January 10 - 13, 2019

Tokyo, Japan

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Cited By

Türkmen GHopcan SPolat E(2024)Sustaining Undergraduate Students’ Metacognitive Regulatory Actions During Online Flipped Programming CourseJournal of Learning and Teaching in Digital Age10.53850/joltida.13910399:2(111-128)Online publication date: 10-Jul-2024
https://doi.org/10.53850/joltida.1391039
PAMUK İALAGÖZLÜ N(2024)A Study on Self-Regulated Learning in a Flipped Classroom Model of EFL Writing Instructionİngilizce Yazma Öğretiminin Ters Yüz Bir Sınıf Modelinde Öz-Düzenlemeli Öğrenme Üzerine Bir AraştırmaBartın Üniversitesi Eğitim Fakültesi Dergisi10.14686/buefad.113103113:1(120-133)Online publication date: 17-Jan-2024
https://doi.org/10.14686/buefad.1131031
Kirchner-Krath JSchmidt-Kraepelin MSchöbel SUllrich MSunyaev AVon Korflesch H(2024)Outplay Your Weaker Self: A Mixed-Methods Study on Gamification to Overcome Procrastination in AcademiaProceedings of the 2024 CHI Conference on Human Factors in Computing Systems10.1145/3613904.3642048(1-19)Online publication date: 11-May-2024
https://dl.acm.org/doi/10.1145/3613904.3642048
ERTAŞ KARAASLAN ZKAPTAN F(2023)Fen Bilimleri Dersinde Uygulanan Ters-Yüz Sınıf Modelinin Akademik Başarıya ve Üstbilişsel Farkındalığa EtkisiMilli Eğitim Dergisi10.37669/milliegitim.116906352:240(2787-2828)Online publication date: 1-Nov-2023
https://doi.org/10.37669/milliegitim.1169063
Ali GNuray EGülsüm G(2023)The effect of flipped classroom model on self-regulation skills of middle school studentsi-manager's Journal of Educational Technology10.26634/jet.20.3.2012420:3(29)Online publication date: 2023
https://doi.org/10.26634/jet.20.3.20124
Hurtado Vinasco KHenao Mejía JMontoya Londoño DGutierrez de Blume A(2023)Cambios asociados a un proceso de intervención de un programa de estrategias de aprendizaje sobre la metacomprensión y el desempeño metacognitivoLatinoamericana de Estudios Educativos10.17151/rlee.2023.19.2.619:2(129-151)Online publication date: 1-Jul-2023
https://doi.org/10.17151/rlee.2023.19.2.6
Smith AFernández Galeote DLegaki NHamari J(2023)Gamified metacognitive prompts in a higher education flipped classroomProceedings of the 26th International Academic Mindtrek Conference10.1145/3616961.3616990(95-107)Online publication date: 3-Oct-2023
https://dl.acm.org/doi/10.1145/3616961.3616990
Khodaei SHasanvand SGholami MMokhayeri YAmini M(2022)The effect of the online flipped classroom on self-directed learning readiness and metacognitive awareness in nursing students during the COVID-19 pandemicBMC Nursing10.1186/s12912-022-00804-621:1Online publication date: 19-Jan-2022
https://doi.org/10.1186/s12912-022-00804-6
Rajabi Fseif MSarmadi MTalebi S(2021)Presenting a Causal Model of effective factors on Metacognitive Awareness in Integrated Reverse Learning among Shiraz Medical sciences᾽ StudentsResearch in Medical Education10.52547/rme.13.4.1413:4(14-24)Online publication date: 1-Sep-2021
https://doi.org/10.52547/rme.13.4.14

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