Examining the effect of flipped instruction on students' learning approaches in a STEM learning context

Fridolin Sze Thou TING, Ronnie H. SHROFF, Wai Hung LAM, David C. W. CHIN

Research output: Contribution to journalArticlespeer-review

Abstract

This study aimed to better understand the effect that the flipped method of instruction has on students’ learning approaches using interactive math lecture videos in a second-year vector calculus course. Three hypotheses were tested to determine if students’ perceptions of their level of active engagement, the number of interactive lecture videos they watched, and the frequency of questions they attempted were significant predictors of a deep approach (DA) to learning. Using a 12-item, three-factor Active Engagement Student Perception Survey (AESPS) Instrument and a 20-item, two-factor version of the Study Process Questionnaire (R-SPQ-2F), a statistically significant correlation was found for all three hypotheses. Copyright © 2020 Miami University.
Original languageEnglish
Pages (from-to)41-68
JournalJournal on Excellence in College Teaching
Volume31
Issue number4
Publication statusPublished - 2020

Citation

Ting, F. S. T., Shroff, R. H., Lam, W. H., & Chin, D. C. W. (2020). Examining the effect of flipped instruction on students' learning approaches in a STEM learning context. Journal on Excellence in College Teaching, 31(4), 41-68.

Fingerprint

Dive into the research topics of 'Examining the effect of flipped instruction on students' learning approaches in a STEM learning context'. Together they form a unique fingerprint.