Students’ perception and academic performance in a flipped classroom model within Early Childhood Education Degree
The flipped classroom has become a fundamental methodological option in recent years to provide more personalized education opportunities. The aim of this study is to investigate the academic performance and the perception of the students on the flipped classroom model (FCM) in a course of Didactics...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Elsevier
2021-04-01
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| Series: | Heliyon |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S2405844021008057 |
| _version_ | 1818643549390897152 |
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| author | José Palazón-Herrera Alejandro Soria-Vílchez |
| author_facet | José Palazón-Herrera Alejandro Soria-Vílchez |
| author_sort | José Palazón-Herrera |
| collection | DOAJ |
| description | The flipped classroom has become a fundamental methodological option in recent years to provide more personalized education opportunities. The aim of this study is to investigate the academic performance and the perception of the students on the flipped classroom model (FCM) in a course of Didactics of Music in Childhood Education. One of the two groups enrolled in this subject received a quarter of classroom hours. A total of 51 students were selected by means of convenience random sampling, who were divided during a semester into an experimental group (n = 24, flipped classroom methodology) and a control group (n = 27, traditional methodology). Using ANOVA and ANCOVA models and cumulative ordinal categorical models with various functions of the statistical software R, the results indicate that the group has studied under a traditional methodology showed statistically significant differences in the variables of learning climate, self-efficacy and cognitive commitment, but with no impact on academic performance. Students who have studied under the flipped classroom model achieved higher academic performance globally. At the end of the study, the results obtained in the light of other similar investigations are discussed. |
| first_indexed | 2024-12-17T00:00:43Z |
| format | Article |
| id | doaj.art-8b0c1d5462a94d069f2aec62237a7f4b |
| institution | Directory Open Access Journal |
| issn | 2405-8440 |
| language | English |
| last_indexed | 2024-12-17T00:00:43Z |
| publishDate | 2021-04-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Heliyon |
| spelling | doaj.art-8b0c1d5462a94d069f2aec62237a7f4b2022-12-21T22:11:05ZengElsevierHeliyon2405-84402021-04-0174e06702Students’ perception and academic performance in a flipped classroom model within Early Childhood Education DegreeJosé Palazón-Herrera0Alejandro Soria-Vílchez1University of Murcia, Spain; Corresponding author.Center of Higher Education Cardenal Spínola CEU Andalucía, SpainThe flipped classroom has become a fundamental methodological option in recent years to provide more personalized education opportunities. The aim of this study is to investigate the academic performance and the perception of the students on the flipped classroom model (FCM) in a course of Didactics of Music in Childhood Education. One of the two groups enrolled in this subject received a quarter of classroom hours. A total of 51 students were selected by means of convenience random sampling, who were divided during a semester into an experimental group (n = 24, flipped classroom methodology) and a control group (n = 27, traditional methodology). Using ANOVA and ANCOVA models and cumulative ordinal categorical models with various functions of the statistical software R, the results indicate that the group has studied under a traditional methodology showed statistically significant differences in the variables of learning climate, self-efficacy and cognitive commitment, but with no impact on academic performance. Students who have studied under the flipped classroom model achieved higher academic performance globally. At the end of the study, the results obtained in the light of other similar investigations are discussed.http://www.sciencedirect.com/science/article/pii/S2405844021008057Flipped ClassroomEducational technologyAcademic performanceMusic education |
| spellingShingle | José Palazón-Herrera Alejandro Soria-Vílchez Students’ perception and academic performance in a flipped classroom model within Early Childhood Education Degree Heliyon Flipped Classroom Educational technology Academic performance Music education |
| title | Students’ perception and academic performance in a flipped classroom model within Early Childhood Education Degree |
| title_full | Students’ perception and academic performance in a flipped classroom model within Early Childhood Education Degree |
| title_fullStr | Students’ perception and academic performance in a flipped classroom model within Early Childhood Education Degree |
| title_full_unstemmed | Students’ perception and academic performance in a flipped classroom model within Early Childhood Education Degree |
| title_short | Students’ perception and academic performance in a flipped classroom model within Early Childhood Education Degree |
| title_sort | students perception and academic performance in a flipped classroom model within early childhood education degree |
| topic | Flipped Classroom Educational technology Academic performance Music education |
| url | http://www.sciencedirect.com/science/article/pii/S2405844021008057 |
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