Title
Students' Learning Outcomes and Self-efficacy Perception in a Flipped Classroom
Document Type
Conference Proceeding
Publication Date
2014
Department
Teaching & Educational Leadership
Abstract
The purpose of this study was to investigate the implications of the use of flipped teaching strategy on preservice teachers’ learning outcomes, self-efficacy and perception. The investigators employed a within-subject design with independent variable: the teaching method (flipped-based (FB) or lecture-based (LB) and two dependent variables: (1) learning outcome (2) students’ perception of self-efficacy to integrate technology in teaching. The results showed that there were differences between students’ mean test scores and the differences were statistically significant (higher in FB). The results also showed that students’ self-efficacy mean scores were higher after using FB compared to LB and the differences were statistically significant. Finally, preservice teachers favor the use of FB strategy in technology integration course compared to the LB (452 in favor vs. 104 not in favor), (62.90% in favor vs.14.50% not in favor).
First Page
899
Last Page
908
Publication Title
Proceedings of World Conference on E-Learning
Publisher
Association for the Advancement of Computing in Education (AACE)
ISBN
9781939797124
Recommended Citation
Ibrahim, M. & Callaway, R. (2014). Students' Learning Outcomes and Self-efficacy Perception in a Flipped Classroom. In T. Bastiaens (Ed.), Proceedings of World Conference on E-Learning (pp. 899-908). New Orleans, LA, USA: Association for the Advancement of Computing in Education (AACE).