Flipped Classroom and Student Academic Performance in China
Abstract
This study investigates the impact of the flipped classroom model on student academic performance in China. By examining variables such as student engagement, technology integration, teacher facilitation, and the learning environment, this research aims to understand how these factors collectively influence learning outcomes. The flipped classroom model, which reverses traditional teaching methods by providing instructional material online and utilizing classroom time for active learning, has shown potential in enhancing student involvement and academic success. Our findings suggest that effective integration of technology, proactive teacher facilitation, and a supportive learning environment significantly contribute to improved academic performance in a flipped classroom setting. The study highlights the importance of these components in maximizing the benefits of this innovative educational approach.
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Cronin, E., Fosselle, S., Rogge, E., & Home, R. (2021). An analytical framework to study multi-actor partnerships engaged in interactive innovation processes in the agriculture, forestry, and rural development sector. Sustainability, 13(11), 6428.
Divjak, B., Rienties, B., Iniesto, F., Vondra, P., & Žižak, M. (2022). Flipped classrooms in higher education during the COVID-19 pandemic: findings and future research recommendations. International journal of educational technology in higher education, 19(1), 9.
Dong, W. X., & Loang, O. K. (2023). The influence of salary compensation on employee performance in Shengshitongda: a qualitative investigation. The Influence of Salary Compensation on Employee Performance in Shengshitongda: A Qualitative Investigation, 8(53), 100-113.
Gang, X., & Loang, O. K. (2024). The Interplay Between Interest Rates, Volatility, and Herding: Insights from the Chinese Shanghai Stock Market. In Technology-Driven Business Innovation: Unleashing the Digital Advantage, Volume 1 (pp. 107-119). Cham: Springer Nature Switzerland.
Goksu, D. Y., & Duran, V. (2020). Flipped classroom model in the context of distant training. Research highlights in Education and Science, 104-127.
Hayes, T., Zhang, S., Yin, X., Pang, G., Sheng, S., Yang, H., ... & Parikh, D. (2022, October). Mugen: A playground for video-audio-text multimodal understanding and generation. In European Conference on Computer Vision (pp. 431-449). Cham: Springer Nature Switzerland.
Jean, D. (2022). Teachers' Experiences in Implementing Technology-Rich Curriculum for Student Achievement: A Phenomenological Study.
Jong, M. S. Y., Chen, G., Tam, V., Hue, M. T., & Chen, M. (2022). Design-based research on teacher facilitation in a pedagogic integration of flipped learning and social enquiry learning. Sustainability, 14(2), 996.
Kormos, E. (2022). Technology as a facilitator in the learning process in urban high-needs schools: Challenges and opportunities. Education and Urban Society, 54(2), 146-163.
Le, W., & Loang, O. K. (2024). Revitalising China Rural Industries Through Innovation and Entrepreneurship Education: A Conceptual Framework. In Technology-Driven Business Innovation: Unleashing the Digital Advantage, Volume 1 (pp. 43-54). Cham: Springer Nature Switzerland.
Li, S., Lajoie, S. P., Zheng, J., Wu, H., & Cheng, H. (2021). Automated detection of cognitive engagement to inform the art of staying engaged in problem-solving. Computers & Education, 163, 104114.
Li, Z., & Li, J. (2022). Using the flipped classroom to promote learner engagement for the sustainable development of language skills: A mixed-methods study. Sustainability, 14(10), 5983.
Loang, O. K. (2024). Sustainability’s Impact of ESG-Infused Policies on Leading Economic Indicators in Asian Economies. Journal of Sustainability Research, 6(3).
Ooi, K. L. (2024). Analyst forecasting and market liquidity dynamics: A comparative analysis of US and Chinese markets pre and post COVID-19. Journal of General Management, 03063070231225603.
Pedler, M., Hudson, S., & Yeigh, T. (2020). The teachers' role in student engagement: A review. Australian Journal of Teacher Education (Online), 45(3), 48-62.
Peng, L., Jin, S., Deng, Y., & Gong, Y. (2022). Students’ perceptions of active learning classrooms from an informal learning perspective: Building a full-time sustainable learning environment in higher education. Sustainability, 14(14), 8578.
Qasim, S. H. (2024). Beyond the Classroom: Emerging Technologies to Enhance Learning.
R. V, N., Loang, O. K., Iqbal, N., & Shah, M. A. (2024). Analyzing corporate disclosure in Indian banks: assessing compliance, corporate attributes, and performance implications. Cogent Economics & Finance, 12(1), 2297589.
Ramos, J. L., Cattaneo, A. A., de Jong, F. P., & Espadeiro, R. G. (2022). Pedagogical models for the facilitation of teacher professional development via video-supported collaborative learning. A review of the state of the art. Journal of Research on Technology in Education, 54(5), 695-718.
Shi, Y., Ma, Y., MacLeod, J., & Yang, H. H. (2020). College students’ cognitive learning outcomes in flipped classroom instruction: a meta-analysis of the empirical literature. Journal of Computers in Education, 7, 79-103.
Suresh, G., & Loang, O. K. (2024). The Rationality Conundrum: Exploring Herd Mentality among Individual Investors in the Indian Stock Market. Indian Journal of Finance, 18(6), 26-45.
Wu, S., Cao, Y., Cui, J., Li, R., Qian, H., Jiang, B., & Zhang, W. (2024). A Comprehensive Exploration of Personalized Learning in Smart Education: From Student Modeling to Personalized Recommendations. arXiv preprint arXiv:2402.01666.
Yannier, N., Hudson, S. E., Koedinger, K. R., Hirsh-Pasek, K., Golinkoff, R. M., Munakata, Y., ... & Brownell, S. E. (2021). Active learning:“Hands-on” meets “minds-on”. Science, 374(6563), 26-30.
Published
2024-11-01
How to Cite
DING YU, Xiong; ABD RAHMAN, Fadzilah.
Flipped Classroom and Student Academic Performance in China.
International Journal of Advanced Research in Education and Society, [S.l.], v. 6, n. 3, p. 638-649, nov. 2024.
ISSN 2682-8138.
Available at: <https://myjms.mohe.gov.my/index.php/ijares/article/view/28063>. Date accessed: 05 dec. 2024.
Section
English Section
