Top

TechTrends

Published in:

11-10-2022 | Original Paper

The Flipped Classroom Approach in High School Psychology: An Action Research Study

Authors: Nicole Ritter, Ismahan Arslan-Ari

Published in: TechTrends | Issue 2/2023

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

search-config

AI-assisted search

Off

Abstract

The flipped classroom approach has grown in various disciplines; however, only few research studies are conducted in social sciences at K-12 settings. This action research investigated the impact of implementing a flipped classroom approach on students’ motivation and learning the content knowledge in a suburban high school introductory psychology course. Also, students’ perceptions about the effectiveness of a flipped classroom approach was explored. Data were collected from 58 high school students using teacher-made pre- and post-tests, student surveys, interviews and exit slips. Results indicated that student motivation, perceptions, and effectiveness of learning are supported in the flipped classroom due to increased opportunities for collaboration, review, and the incorporation of active learning. Implications for psychology teachers and other social science high school teachers were discussed, including extensive planning, allocation of class time for active learning activities, and preparation of students for becoming active learners.

previous article Supporting Dynamic Instructional Design Decisions Within a Bounded Rationality

next article Microlearning in Diverse Contexts: A Bibliometric Analysis

Available only for authorised users

Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: Definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1–14. https://doi.org/10.1080/07294360.2014.934336CrossRef

Aidinopoulou, V., & Sampson, D. G. (2017). An action research study from implementing the flipped classroom model in primary school history teaching and learning. Journal of Educational Technology & Society, 20(1), 237–247.

Akçayır, G., & Akçayır, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126, 334–345. https://doi.org/10.1016/j.compedu.2018.07.021CrossRef

Al-Sudais, T. A. (2019). The impact of flipped classroom approach on college students’ academic achievement and motivation. Journal of Education/Al Mejlh Altrbwyh, 33(132), 11–26. https://doi.org/10.34120/0085-033-132-016

Arthurs, L. A., & Kreager, B. Z. (2017). An integrative review of in-class activities that enable active learning in college science classroom settings. International Journal of Science Education, 39(15), 2073–2091. https://doi.org/10.1080/09500693.2017.1363925CrossRef

Aşıksoy, G., & Özdamlı, F. (2016). Flipped classroom adapted to the ARCS model of motivation and applied to a physics course. Eurasia Journal of Mathematics, Science & Technology Education, 12(6), 1589–1603. https://doi.org/10.12973/eurasia.2016.1251aCrossRef

Awidi, I. T., & Paynter, M. (2019). The impact of a flipped classroom approach on student learning experience. Computers & Education, 128, 269–283. https://doi.org/10.1016/j.compedu.2018.09.013CrossRef

Baker, E. W., & Hill, S. (2017). Investigating student resistance and student perceptions of course quality and instructor performance in a flipped information systems classroom. Information Systems Education Journal, 15, 17–26.

Batastini, A. B., Repke, A., & Schmidt, A. T. (2018). Turning graduate psychology courses inside-out. Training and Education in Professional Psychology, 12(3), 174–179. https://doi.org/10.1037/tep0000197CrossRef

Cattaneo, H. (2017). Telling active learning pedagogies apart: From theory to practice. Journal of New Approaches in Educational Research, 6(1), 144–152. https://doi.org/10.7821/naer.2017.7.237CrossRef

Chang, B. Y., Chang, C. Y., Hwang, G. H., & Kuo, F. R. (2019). A situation-based flipped classroom to improving nursing staff performance in advanced cardiac life support training course. Interactive Learning Environments, 27(8), 1062–1074. https://doi.org/10.1080/10494820.2018.1485709CrossRef

Cheng, L., Ritzhaupt, A. D., & Antonenko, P. (2019). Effects of the flipped classroom instructional strategy on students’ learning outcomes: A meta-analysis. Educational Technology Research and Development, 67(4), 793–824. https://doi.org/10.1007/s11423-018-9633-7CrossRef

Clark, R. M., Besterfield-Sacre, M., Budny, D., Bursic, K. M., Clark, W. W., Norman, B. A., Slaughter, W. S. (2016). Flipping engineering courses: A school wide initiative. Advances in Engineering Education, 5(3), 1–40.

Colakoglu, O. M., & Akdemir, O. (2010). Motivational measure of the instruction compared: Instruction based on the ARCS motivation theory vs traditional instruction in blended courses. Turkish Online Journal of Distance Education, 11(2), 73–89.

Conner, N., Rubenstein, E. D., Dibenedetto, C. A., Stripling, C. T., Roberts, T. G., & Stedman, N. L. P. (2014). Examining student perceptions of flipping an agricultural teaching methods course. Journal of Agricultural Education, 55(5), 65–77. https://doi.org/10.5032/jae.2014.05065CrossRef

Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.

Danker, B. (2015). Using flipped classroom approach to explore deep learning in large classrooms. IAFOR Journal of Education, 3(1), 171–186.

Enfield, B. J. (2013). Looking at the impact of the flipped classroom model of instruction on undergraduate multimedia students at CSUN. TechTrends, 57(6), 14–27. https://doi.org/10.1007/s11528-013-0698-1CrossRef

Findlay-Thompson, Sandi. Mombourquette, P. (2014). Evaluation of a flipped classroom in an undergraduate business course. Business Education & Accreditation, 6(1), 63–71. Retrieved January 3, 2021 from https://ssrn.com/abstract=2331035

Gilboy, M. B., Heinerichs, S., Pazzaglia, G., & Chester, W. (2015). Report enhancing student engagement using the flipped classroom. Journal of Nutrition Education and Behavior, 47(1), 109–114. https://doi.org/10.1016/j.jneb.2014.08.008CrossRef

Glance, D., Rhinehart, A., & Brown, A. (2018). Learn, expand, engage: A model for teaching clinical skills in the helping professions. Adult Learning, 29(3), 104–114. https://doi.org/10.1177/1045159518761845CrossRef

Gomez-Lanier, L. (2018). Building collaboration in the flipped classroom: A case study. International Journal for the Scholarship of Teaching and Learning, 12(2), 7. https://doi.org/10.20429/ijsotl.2018.120207CrossRef

Heggart, K., & Yoo, J. (2018). Getting the most from google classroom: A pedagogical framework for tertiary educators. Australian Journal of Teacher Education, 43(3), 140–153.

Hutchings, M., & Quinney, A. (2015). The flipped classroom, disruptive pedagogies, enabling technologies and wicked problems: Responding to “The bomb in the basement”. Electronic Journal of E-learning, 13(2), 106–119.

Jamaludin, R., Osman, S. Z. M., Yusof, W. M. W., & Jasni, N. F. A. (2016). FLIPPED: A Case study in fundamental of accounting in Malaysian polytechnic. Journal of Education and e-Learning Research, 3(1), 23–31. https://doi.org/10.20448/journal.509/2016.3.1/509.1.23.31CrossRef

Jeong, J.S., Gonzalez-Gomez, D., Canada-Canada, F. (2016). Students’ perceptions and emotions toward learning in a flipped general science classroom. Journal of Science and Educational Technology, 25, 747–758. https://doi.org/10.1007/s10956-016-9630-8

Keller, J. M. (1983). Motivational design of instruction. Instructional Design Theories and Models: An Overview of Their Current Status, 1(1983), 383–434.

Keller, J. M. (1987). IMMS: Instructional materials motivation survey. Florida State University. https://doi.org/10.1111/bjet.12138CrossRef

KewalRamani, A., Zhang, J., Wang, X., Rathbun, A., Corcoran, L., Diliberti, M., & Zhang, J. (2018). Student access to digital learning resources outside of the classroom. NCES 2017–098. National Center for Education Statistics. Retrieved June 1, 2022 from https://files.eric.ed.gov/fulltext/ED581891.pdf

Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education, 31(1), 30–43. Retrieved January 20, 2021 from https://www.jstor.org/stable/1183338

Liu, C., Sands-Meyer, S., & Audran, J. (2019). The effectiveness of the student response system (SRS) in English grammar learning in a flipped English as a foreign language (EFL) class. Interactive Learning Environments, 27(8), 1178–1191. https://doi.org/10.1080/10494820.2018.1528283CrossRef

Lo, C. K. (2018). Grounding the flipped classroom approach in the foundations of educational technology. Educational Technology Research and Development, 66(3), 793–811. https://doi.org/10.1007/s11423-018-9578-x

Lo, C. K., & Hew, K. F. (2017). A critical review of flipped classroom challenges in K- 12 education: Possible solutions and recommendations for future research. Research and Practice in Technology Enhanced Learning, 12(1), 4. https://doi.org/10.1186/s41039-016-0044-2CrossRef

Long, T., Logan, J., & Waugh, M. (2016). Students’ perceptions of the value of using videos as a pre-class learning experience in the flipped classroom. TechTrends, 60(3), 245–252. https://doi.org/10.1007/s11528-016-0045-4CrossRef

Long, T., Cummins, J., & Waugh, M. (2017). Use of the flipped classroom instructional model in higher education: Instructors’ perspectives. Journal of Computing in Higher Education, 29(2), 179–200. https://doi.org/10.1007/s12528-016-9119-8CrossRef

Loorbach, N., Peters, O., Karreman, J., & Steehouder, M. (2015). Validation of the Instructional Materials Motivation Survey (IMMS) in a self-directed instructional setting aimed at working with technology. British Journal of Educational Technology, 46(1), 204–218. https://doi.org/10.1111/bjet.12138CrossRef

Mason, G. S., Shuman, T. R., & Cook, K. E. (2013). Comparing the effectiveness of an inverted classroom to a traditional classroom in an upper-division engineering course. IEEE Transactions on Education, 56(4), 430–435. https://doi.org/10.1109/TE.2013.2249066CrossRef

McKnight, K., O’Malley, K., Ruzic, R., Horsley, M. K., Franey, J. J., & Bassett, K. (2016). Teaching in a digital age: How educators use technology to improve student learning. Journal of Research on Technology in Education, 48(3), 194–211. https://doi.org/10.1080/15391523.2016.1175856CrossRef

McLaughlin, J. E., Roth, M. T., Glatt, D. M., Gharkholonarehe, N., Davidson, C. A., Griffin, L. M., & Mumper, R. J. (2014). The flipped classroom: A course redesign to foster learning and engagement in a health professions school. Academic Medicine, 89(2), 236–243. https://doi.org/10.1097/ACM.0000000000000086CrossRef

Mertler, C. A. (2017). Action research: Improving schools and empowering educators. Sage.CrossRef

Moffett, J., & Mill, A. C. (2014). Evaluation of the flipped classroom approach in a veterinary professional skills course. Advances in Medical Education and Practice, 5, 415. https://doi.org/10.2147/AMEP.S70160CrossRef

Mok, H. N. (2014). Teaching tip: The flipped classroom. Journal of Information Systems Education, 25(1), 7–11. Retrieved October 2, 2021 from http://jise.org/Volume25/n1/JISEv25n1p7.html

Morgan, D. L. (2017). Integrating qualitative and quantitative methods: A pragmatic approach. SAGE Publications.

Ng, E. M. W. (2016). The flipped classroom: Two learning modes that foster two learning outcomes. Issues in Informing Science and Information Technology, 13, 15–23. Retrieved January 3, 2022 from http://www.informingscience.org/Publications/3462

Petress, K. (2008) What is meant by active learning? Education, 128(4), 566–569. Retrieved January 3, 2021 from http://www.projectinnovation.biz/education_2006.html

Roehl, A., Reddy, S. L., & Shannon, G. J. (2013). The flipped classroom: An opportunity to engage millennial students through active learning strategies. Journal of Family & Consumer Sciences, 105(2), 44–49. Retrieved March 20, 2020 from https://www.kent.ac.uk/teaching/documents/academic-practice/RoehlReddy%20%20SHannon%20(2013)%20The%20flipped%20classroom%20as%20a%20way%20of%20engaging%20the%20Millenial%20through%20active%20learning%20strategies.pdf

Roehling, P. V., Luna, L. M. R., Richie, F. J., & Shaughnessy, J. J. (2017). The benefits, drawbacks, and challenges of using the flipped classroom in an introduction to psychology course. Society for the Teaching of Psychology, 44(3), 183–192. https://doi.org/10.1177/0098628317711282CrossRef

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68. https://doi.org/10.1037/0003-066X.55.1.68

Saldaña, J. (2017). The coding manual for qualitative researchers. Sage.

Schmidt, S. M. P., & Ralph, D. L. (2016). The flipped classroom: A twist on teaching. Contemporary Issues in Educational Research, 9(1), 1–6. https://doi.org/10.19030/cier.v9i1.9544

Sezer, B. (2017). The effectiveness of a technology-enhanced flipped science classroom. Journal of Educational Computing Research, 55(4), 471–494. https://doi.org/10.1177/0735633116671325CrossRef

Sharpe, E. H. (2016). An investigation of the flipped classroom in algebra two with trigonometry classes. (Publication No. 10245921) [Doctoral dissertation, Regent University]. ProQuest Dissertations Publishing.

Sigurðardóttir, M. S., & Heijstra, T. M. (2020). Mixed approaches to learning in the flipped classroom: How students approach the learning environment. Canadian Journal for the Scholarship of Teaching and Learning, 11(1), Article 6. https://doi.org/10.5206/cjsotl-rcacea.2020.1.8098

Sommer, M., & Ritzhaupt, A. (2018). Impact of the flipped classroom on learner achievement and satisfaction in an undergraduate technology literacy course. Journal of Information Technology Education: Research, 17, 159–182. https://doi.org/10.28945/4059CrossRef

Sookoo-Singh, N., & Boisselle, L. N. (2018). How does the “Flipped classroom model” impact on student motivation and academic achievement in a chemistry classroom? Science Education International, 29(4), 201–212.

Sultan, W. H., Woods, P. C., & Koo, A. C. (2011). A constructivist approach for digital learning: Malaysian schools case study. Educational Technology & Society, 14(4), 149–163. https://www.jstor.org/stable/https://doi.org/10.2307/jeductechsoci.14.4.149

Thai, De Wever, & Valcke (2017). The impact of a flipped classroom design on learning performance in higher education: Look for the best “blend” of lectures and guiding questions with feedback. Computers & Education, 107, 113–126https://doi.org/10.1016/j.compedu.2017.01.003

Torío, H. (2019). Teaching as coaching: Experiences with a video-based flipped classroom combined with project-based approach in technology and physics higher education. Journal of Technology and Science Education, 9(3), 404–419. https://doi.org/10.3926/jotse.554CrossRef

Tucker, C. R., Wycoff, T., & Green, J. T. (2016). Blended learning in action: A practical guide toward sustainable change. Corwin Press.

Wang, Y. (2020). A Study on College English High-efficiency Class Based on Blended Teaching Mode of Flipped Classroom. Theory and Practice in Language Studies, 10(9), 1066–1071. https://doi.org/10.17507/tpls.1009.08CrossRef

Winter, J. W. (2018). Performance and motivation in a middle school flipped learning course. TechTrends, 62(2), 176–183. https://doi.org/10.1007/s11528-017-0228-7CrossRef

Xiu, Y., Moore, M. E., Thompson, P., & French, D. P. (2019). Student perceptions of lecture-capture video to facilitate learning in a flipped classroom. TechTrends, 63(4), 369–375. https://doi.org/10.1007/s11528-018-0293-6CrossRef

Yang, R. (2017). An investigation of the use of the flipped classroom pedagogy in secondary English language rooms. Journal of Information Technology Education: Innovations in Practice, 16(1), 1–20.

Ye, X., Chang, Y., & Lai, C. (2019). An interactive problem-posing guiding approach to bridging and facilitating pre- and in-class learning for flipped classrooms. Interactive Learning Environments, 27(8), 1075–1092. https://doi.org/10.1080/10494820.2018.1495651CrossRef

Zou, D., & Xie, H. (2019). Flipping an English writing class with technology-enhanced just-in-time teaching and peer instruction. Interactive Learning Environments, 27(8), 1127–1142. https://doi.org/10.1080/10494820.2018.1495654CrossRef

Title: The Flipped Classroom Approach in High School Psychology: An Action Research Study
Authors: Nicole Ritter
Ismahan Arslan-Ari
Publication date: 11-10-2022
Publisher: Springer US
Published in: TechTrends / Issue 2/2023
Print ISSN: 8756-3894
Electronic ISSN: 1559-7075
DOI: https://doi.org/10.1007/s11528-022-00789-8

Springer Professional

The Flipped Classroom Approach in High School Psychology: An Action Research Study

Abstract

Premium Partner

Springer Professional

Abstract

Please log in to get access to your license.

Other articles of this Issue 2/2023

Instructional Videos

What’s in a Name? The Meaning of “Learning, Design, and Technology”

A Validation of AI-Enabled Discussion Platform Metrics and Relationships to Student Efforts

The Process of Developing a Digital Repository for Online Teaching Using Design-Based Research

Peer Assessment Collaboration Evaluation: An Innovative Assessment Tool for Online Learning Environments

Are Two Heads Better Than One?: The Effect of Student-AI Collaboration on Students' Learning Task Performance