Top

Technology, Knowledge and Learning

Published in:

25-04-2024 | Original research

Developing a Scale of Attitudes Towards Flipped Learning Model

Authors: Nagihan Kadıoğlu, Özge Özyalçın Oskay

Published in: Technology, Knowledge and Learning | Issue 3/2024

Activate our intelligent search to find suitable subject content or patents.

search-config

AI-assisted search

Off

Abstract

This study aims to develop a valid and reliable measurement instrument to identify university students’ attitudes towards flipped learning model. The research sample was composed of 487 pre-service teachers who attended a university. Relevant literature was reviewed a pool of items was formed and content and construct validity analyses as well as item reliability analysis were done in the process of developing the scale. The literature was reviewed, and the participants were reviewed to form the pool of items. A 35-item draft scale was prepared in the light of data coming from the literature review and from the interviews with the participants. Both the exploratory factor analysis (AFA) and the confirmatory factor analysis (CFA) were done so as to determine the factor structure of the scale of attitudes towards flipped learning model (SATFLM). Following the EFA, it was found that the Kaiser–Meyer–Olkin value was 0.936, that the Cronbach’s Alpha coefficient was 0.910 and that the scale had 3 factors. Factor one explained 33.852% of the total variance while factor two explained 41.268% and factor three explained 47.856% of the total variance. The factor structure was confirmed with confirmatory factor analysis (CFA). According to the results of the CFA, the GFI was found as 0.911, CFI as 0.932, TLI as 0.924, RMSEA as 0.048 and X²/df as 2.12. It was concluded on the basis of the data that the scale was valid and reliable in identifying attitudes towards flipped learning.

previous article Tracing the Ontological Beliefs of Norwegian Educators Concerning Technology use in Early Childhood Education and Care

next article The Contribution of FLIGBY to the Entrepreneurial Learning Outcomes

Dont have a licence yet? Then find out more about our products and how to get one now:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

über 102.000 Bücher
über 537 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Finance + Banking
Management + Führung
Marketing + Vertrieb
Maschinenbau + Werkstoffe
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

inform now

Springer Professional "Technik"

Online-Abonnement

Mit Springer Professional "Technik" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 390 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Maschinenbau + Werkstoffe

Jetzt Wissensvorsprung sichern!

inform now

Abuhmaid, A., & Abood, M. (2020). The impact of flipped learning on procrastination and students’ attitudes toward it. Universal Journal of Educational Research, 8(2), 566–573. https://doi.org/10.13189/ujer.2020.080228CrossRef

Aburayash, H. (2021). The students attitudes’ toward the flipped classroom strategy and relationship to self-learning skills. Journal of Education and Learning (EduLearn), 15(3), 450–457. https://doi.org/10.11591/edulearn.v15i3.18132CrossRef

Adams, C., & Dove, A. (2017). Calculus students flipped out: The impact of flipped learning on calculus students’ achievement and perceptions of learning. Primus, 28(6), 600–615. https://doi.org/10.1080/10511970.2017.1332701CrossRef

Adedoja, G. (2016). Pre-service teachers’ challenges and attitude toward the flipped classroom. African Educational Research Journal, 4(1), 13–18.

Akçayır, G., & Akçayır, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126, 334–345.CrossRef

Anggoro, K. J., & Khasanah, U. (2022). A flipped classroom model to improve students’ online EFL learning. Teoria, 13, 631. https://doi.org/10.1002/tesj.631CrossRef

Bergmann, J., & Sams, A. (2012). Flip your classroom: reach every student in every class every day. Association for Supervision and Curriculum Development, Alexandria.

Bergmann, J., & Sams, A. (2015). Flipped learning for social studies instruction. Flipped Learning.

Birgili, B., Seggie, F. N., & Oğuz, E. (2021). The trends and outcomes of flipped learning research between 2012 and 2018: A descriptive content analysis. Journal of Computers in Education, 8(3), 365–394. https://doi.org/10.1007/s40692-021-00183-yCrossRef

Bland, L. (2006). Applying flip/inverted classroom model in electrical engineering to establish life-long learning. In Proceedings of ASEE Annual Conference Exposition, Chicago, Illinois

Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational goals.

Bokosmaty, R., Bridgeman, A., & Muir, M. (2019). Using a partially flipped learning model to teach first year undergraduate chemistry. Journal of Chemical Education, 96(4), 629–639. https://doi.org/10.1021/acs.jchemed.8b00414CrossRef

Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), testing structural equation models (pp. 136–162). Sage.

Buric, I., Soric, I., & Penezic, Z. (2016). Emotion regulation in academic domain: Development and validation of the academic emotion regulation questionnaire (AERQ). Personality and Individual Differences, 96, 138–147.CrossRef

Byrne, B. M. (2016). Structural equation modeling with AMOS: Basic concepts, applications, and programming (3rd ed.). Routledge.CrossRef

Cevikbas, M., & Kaiser, G. (2021). Student engagement in a flipped secondary mathematics classroom. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-021-10213-xCrossRef

Christiansen, M. A. (2014). Inverted teaching: Applying a new pedagogy to a university organic chemistry class. Journal of Chemical Education, 91(11), 1845–1850. https://doi.org/10.1021/ed400530zCrossRef

Cilli-Turner, E. (2015). Measuring learning outcomes and attitudes in a flipped introductory statistics course. Primus, 25(9–10), 833–846. https://doi.org/10.1080/10511970.2015.1046004CrossRef

Çokluk, Ö., Şekercioğlu G. ve Büyüköztürk, Ş. (2021). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları. (6. Baskı). [Multivariate statistics for social sciences: SPSS and LISREL applications (6th Edition)]. Ankara: Pegem A Yayın.

Comrey, A. L., & Lee, H. B. (1992). A first course in factor analysis (2nd ed.). Lawrence Erlbaum Associates Publishers.

DeVellis, R. F. (2016). Scale development: Theory and applications (Vol. 26). Sage publications.

Doğan, Y., Batdı, V., & Yaşar, M. D. (2021). Effectiveness of flipped classroom practices in teaching of science: A mixed research synthesis. Research in Science & Technological Education, 1–29. https://doi.org/10.1080/02635143.2021.1909553

Erdoğan, E., & Akbaba, B. (2018). Should we flip the social studies classrooms? The opinions of social studies teacher candidates on flipped classroom. Journal of Education and Learning, 7(1), 116–124.CrossRef

Erkuş, A. (2003). Psikometri üzerine yazılar. [Essays on psychometrics]. Ankara: Türk Psikologlar Derneği Yayınları.

Erkuş, A. (2007). Ölçek geliştirme ve uyarlama çalışmalarında karşılaşılan sorunlar. [Problems encountered in scale development and adaptation studies]. Türk Psikoloji Bülteni, 13(40), 17–25.

Erkuş, A. (2010). Psikometrik terimlerin Türkçe karşılıklarının anlamları ile yapılan işlemlerin uyuşmazlığı. [Inconsistency between the meanings of Turkish equivalents of psychometric terms and the procedures performed]. Eğitimde Ve Psikolojide Ölçme Ve Değerlendirme Dergisi, 1(2), 72–77.

Ferriz-Valero, A., Østerlie, O., Penichet-Tomas, A., & Baena-Morales, S. (2022). The effects of flipped learning on learning and motivation of upper secondary school physical education student. Frontiers in Education. https://doi.org/10.3389/feduc.2022.832778CrossRef

Field, A. (2009). Discovering statistics using SPSS. SAGE Publications.

Foertsch, J., Moses, G. A., Strikwerda, J. C., & Litzkow, M. J. (2002). Reversing the lecture/homework paradigm using eTeach web-based streaming video software. Journal of Engineering Education, 91, 2.CrossRef

Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39–50.CrossRef

George, D., & Mallery, P. (2003). SPSS for Windows step by step: A simple guide and reference, 11.0 update. Allyn & Bacon.

González-Gómez, D., Jeong, J. S., Airado Rodríguez, D., & Cañada-Cañada, F. (2016). Performance and perception in the flipped learning model: An initial approach to evaluate the effectiveness of a new teaching methodology in a general science classroom. Journal of Science Education and Technology, 25(3), 450–459. https://doi.org/10.1007/s10956-016-9605-9CrossRef

Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis. Pearson College Division.

Huang, C. C., Wang, Y. M., Wu, T. W., & Wang, P. A. (2013). An empirical analysis of the antecedents and performance consequences of using the moodle platform. International Journal of Information and Education Technology, 3(2), 217–221. https://doi.org/10.7763/IJIET.2013.V3.267CrossRef

Huang, H., Chou, C., Leu, S., You, H., Tiao, M., & Chen, C. (2020). Effects of a quasi-experimental study of using flipped classroom approach to teach evidence-based medicine to medical technology students. BMC Medical Education. https://doi.org/10.1186/s12909-020-1946-7CrossRef

Hwang, G., & Chang, C. (2020). Facilitating decision-making performances in nursing treatments: A contextual digital game-based flipped learning approach. Interactive Learning Environments, 31(1), 156–171. https://doi.org/10.1080/10494820.2020.1765391CrossRef

Jeong, J., Cañada-Cañada, F., & González-Gómez, D. (2018). The study of flipped-classroom for pre-service science teachers. Education Sciences, 8(4), 163. https://doi.org/10.3390/educsci8040163CrossRef

Johnson, L. & Renner J. (2012). Effect of the flipped classroom model on secondary computer applications course: student and teacher perceptions, questions and student achievement. Doctoral Dissertation, University of Louisville.

Kline, R. B. (2015). Principles and practice of structural equation modeling. New York: Guilford Press.

Koh, J. H., Scott, N., Lucas, A., Kataoka, M., & MacDonell, S. (2020). Developing dietetic students’ confidence in multicultural communication through flipped learning. Teaching and Learning in Medicine, 33(1), 67–77. https://doi.org/10.1080/10401334.2020.1794880CrossRef

Korkmaz, S., & Mirici, İ. H. (2021). Converting a conventional flipped class into a synchronous online flipped class during COVID-19: University students’ self-regulation skills and anxiety. Interactive Learning Environments, 1–13. https://doi.org/10.1080/10494820.2021.2018615

Lai, C., & Hwang, G. (2016). A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course. Computers & Education, 100, 126–140. https://doi.org/10.1016/j.compedu.2016.05.006CrossRef

Leatherman, J. L., & Cleveland, L. M. (2019). Student exam performance in flipped classroom sections is similar to that in active learning sections, and satisfaction with the flipped classroom hinges on attitudes toward learning from videos. Journal of Biological Education, 54(3), 328–344. https://doi.org/10.1080/00219266.2019.1575266CrossRef

Lee, G., Jeon, Y., & Hong, H. (2021). The effects of cooperative flipped learning on science achievement and motivation in high school students. International Journal of Science Education, 43(9), 1381–1407. https://doi.org/10.1080/09500693.2021.1917788CrossRef

Li, S., He, C. J. & Liu, C, X. (2022). The effects of flipped classroom approach in EFL teaching: Can we strategically use the flipped method to acquire communicative competence? Language Teaching Research, 1–24.

Lin, Y., Hsia, L., & Hwang, G. (2021). Promoting pre-class guidance and in-class reflection: A SQIRC-based mobile flipped learning approach to promoting students’ billiards skills, strategies, motivation and self-efficacy. Computers & Education, 160, 104035. https://doi.org/10.1016/j.compedu.2020.104035CrossRef

McDaniel, S., & Caverly, D. C. (2010). Techtalk: The community of inquiry model for an inverted developmental math classroom. Journal of Developmental Education, 34(2), 40–41.

Mooring, S. R., Mitchell, C. E., & Burrows, N. L. (2016). Evaluation of a flipped, large-enrollment organic chemistry course on student attitude and achievement. Journal of Chemical Education, 93(12), 1972–1983. https://doi.org/10.1021/acs.jchemed.6b00367CrossRef

Morgan, C.T. (1991). Psikolojiye giriş [Introduction to psychology](Çev. Arıcı, H., Aydın, O. ve ark.), Ankara, Hacettepe Üniversitesi Psikoloji Bölümü Yayınları.

Namaziandost, E., Ziafar, M., & Neisi, L. (2020). Students’ attitudes toward flipped classroom model: Focusing on Iranian advanced EFL learners. English Language Teaching and Research Journal (ELTAR-J), 1(2), 16. https://doi.org/10.33474/eltar-j.v1i2.6411CrossRef

O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. Internet and Higher Education, 25, 85–95. https://doi.org/10.1016/j.iheduc.2015.02.002CrossRef

Ölmefors, O. (2016). Student attitudes towards flipped classroom: A focus group study on attitude change in Swedish upper secondary school, within mathematics towards flipped classroom. Master Thesis, Stockholm University.

Özçelik, D. A. (1998). Ölçme ve değerlendirme. [Quantification and consideration]. ÖSYM Yayınları.

Ozudogru, M., & Aksu, M. (2020). Pre-service teachers’ achievement and perceptions of the classroom environment in flipped learning and traditional instruction classes. Australasian Journal of Educational Technology, 36(4), 27–43.

Rutkowski, J., & Moscinska, K. (2013). Paper presented at Self-directed learning and flip teaching: electric circuit theory case study. 41st SEFI Conference, Leuven, Belgium.

Smith, J. D. (2013). Student attitudes toward flipping the general chemistry classroom. Chemical Education Research and Practice, 14(4), 607–614. https://doi.org/10.1039/c3rp00083dCrossRef

Tabachnick, B. G., & Fidell, L. S. (2001). Using multivariate statistics (4th ed.). Person Education.

Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Person Education.

Tavşancıl, E. (2002). Tutumların ölçülmesi ve SPSS ile veri analizi [Measuring attitudes and data analysis with SPSS ]. Nobel Yayınevi.

Ülgen, G. (1996). Eğitim psikolojisi. [Education physcology]. Lazer Ofset.

Vaughn, M., Won Hur, J., & Russell, J. (2019). Flipping a college physical activity course: Impact on knowledge, skills, and physical activity. Russell Journal of Pedagogical Research, 3(3), 87–98.CrossRef

Wang, J., & Wang, X. (2019). Structural equation modeling: Applications using Mplus. John Wiley & Sons.CrossRef

Zainuddin, Z. (2018). Students’ learning performance and perceived motivation in gamified flipped-class instruction. Computers & Education, 126(75), 88. https://doi.org/10.1016/j.compedu.2018.07.003CrossRef

Zhao, J., Hwang, G., Chang, S., Yang, Q., & Nokkaew, A. (2021). Effects of gamified interactive E-books on students’ flipped learning performance, motivation, and meta-cognition tendency in a mathematics course. Educational Technology Research and Development, 69(6), 3255–3280. https://doi.org/10.1007/s11423-021-10053-0CrossRef

Title: Developing a Scale of Attitudes Towards Flipped Learning Model
Authors: Nagihan Kadıoğlu
Özge Özyalçın Oskay
Publication date: 25-04-2024
Publisher: Springer Netherlands
Published in: Technology, Knowledge and Learning / Issue 3/2024
Print ISSN: 2211-1662
Electronic ISSN: 2211-1670
DOI: https://doi.org/10.1007/s10758-024-09736-3

Unleashing the Power of Predictive Analytics to Identify At-Risk Students in Computer Science

Original research

Improving US Elementary School Reading Comprehension through Knowledge Acquisition and Transformation

Original research

Impact of Embedded Learning Strategy Activities: Student Engagement and Performance

Original research

Instructional Support for Visual Displays: An Updated Literature Review

Original research

Inferencing in Reading Comprehension: Examining Variations in Definition, Instruction, and Assessment

Original research

The Effect of a Teacher’s Mindset on the Cascading Zones of Proximal Development: A Systematic Review

Original research

Springer Professional

Developing a Scale of Attitudes Towards Flipped Learning Model

Abstract

Dont have a licence yet? Then find out more about our products and how to get one now:

Springer Professional "Wirtschaft+Technik"

Springer Professional "Technik"

Other articles of this Issue 3/2024

Unleashing the Power of Predictive Analytics to Identify At-Risk Students in Computer Science

Improving US Elementary School Reading Comprehension through Knowledge Acquisition and Transformation

Impact of Embedded Learning Strategy Activities: Student Engagement and Performance

Instructional Support for Visual Displays: An Updated Literature Review

Inferencing in Reading Comprehension: Examining Variations in Definition, Instruction, and Assessment

The Effect of a Teacher’s Mindset on the Cascading Zones of Proximal Development: A Systematic Review

Premium Partners

Springer Professional

Abstract

Please log in to get access to your license.

Dont have a licence yet? Then find out more about our products and how to get one now:

Springer Professional "Wirtschaft+Technik"

Springer Professional "Technik"

Unleashing the Power of Predictive Analytics to Identify At-Risk Students in Computer Science

Improving US Elementary School Reading Comprehension through Knowledge Acquisition and Transformation

Impact of Embedded Learning Strategy Activities: Student Engagement and Performance

Instructional Support for Visual Displays: An Updated Literature Review

Inferencing in Reading Comprehension: Examining Variations in Definition, Instruction, and Assessment

The Effect of a Teacher’s Mindset on the Cascading Zones of Proximal Development: A Systematic Review