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ISSN:
2377-2891(Print); 2377-2905(Online)
Frequency:
Bimonthly
Editor-in-Chief:
Prof. Eric C. K. Cheng
Associate Executive Editor:
Ms. Jenny Jiang
DOI:
10.18178/ijlt
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Editor-in-Chief
Prof. Eric C. K. Cheng
Professor & Vice President (Academic)
Yew Chung College of Early Childhood Education, Hong Kong, China
As the Editor-in-Chief of IJLT, I invite you to contribute your scholarly work to our esteemed publication. IJLT serves as a beacon for original and impactful academic contributions in the realm of education, fostering multidisciplinary research and development to enhance teaching-learning processes globally. We welcome submissions spanning a wide spectrum of topics, from innovative program development to the integration of digital tools in education. Our scope encompasses areas such as student leadership, diversity in education, and collaborative initiatives, reflecting our commitment to a sustainable and inclusive society. [
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2024-04-30
Vol. 10, No. 2, 2024 has been published!
2024-02-29
Vol. 10, No. 1, 2024 has been published!
2024-02-07
Welcome Prof. Eric C. K. Cheng from Yew Chung College of Early Childhood Education, Hong Kong, China to join IJLT Editorial Board as Editor-in-Chief!
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Volume 3, No. 2, June 2017
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Using “First Principles of Instruction” to Design Mathematics Flipped Classroom for Underperforming Students
Chung Kwan Lo and Khe Foon Hew
The University of Hong Kong, Hong Kong
Abstract
—Although the use of Flipped Classroom has become increasingly popular among many educators, there is a pressing need to study how it is designed, implemented, and evaluated in actual practice. Moreover, there is scarcity of research on using Flipped Classroom as a remedial strategy in secondary school Mathematics education. The present article reports a study that explores the use of Merrill’s First Principle of Instruction as an overarching framework to guide the design of Flipped Classroom. Kolb’s Experiential Learning Theory is the main theory that informed the design of the learning activities. The Flipped Classroom learning environment was provided for 13 Form 6 (Grade 12) students who were underperforming in Mathematics. We examined the efficacy of the Flipped Classroom approach by using students’ pre-post-test scores, student interviews, and teacher interview. Results of a paired t-test suggested a significant improvement in the students’ post-test scores. While student perceptions of Flipped Classroom were generally positive, several suggestions for future design and implementation of Flipped Classroom are proposed based on the students’ and teacher’s suggestions.
Index Terms
—flipped classroom, first principles of instruction, experiential learning theory, mathematics, underperforming students
Cite: Chung Kwan Lo and Khe Foon Hew, "Using “First Principles of Instruction” to Design Mathematics Flipped Classroom for Underperforming Students," International Journal of Learning and Teaching, Vol. 3, No. 2, pp. 82-89, June 2017. doi: 10.18178/ijlt.3.2.82-89
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