Influences of Flipped Teaching in Electronics Courses on Students’ Learning Effectiveness and Strategies

Chih-Cheng Lo, Ming-Hsien Hsieh, Hsiao-Hsien Lin and Hsu-Hung Hung
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Chih-Cheng Lo: Department of Industrial Education and Technology, National Changhua University of Education, Changhua County 500, Taiwan
Ming-Hsien Hsieh: Department of Industrial Education and Technology, National Changhua University of Education, Changhua County 500, Taiwan
Hsiao-Hsien Lin: School of Physical Education, Jiaying University, Meizhou 514015, China
Hsu-Hung Hung: National Erh-lin Industrial and Commercial Vocational High School, Division of Continuing Education, Erlin Township, Changhua County 500, Taiwan

IJERPH, 2021, vol. 18, issue 18, 1-16

Abstract: The potential influence of the COVID-19 pandemic has changed the status of school education and further accelerated the revolution of regular teaching method. This study compared the learning effectiveness and learning strategies of vocational high school students in flipped teaching and traditional teaching modes. By adopting flipped teaching on an electronics course throughout the entire academic year, this study aimed to explore the effect of learning strategies of the students under flipped teaching. The subjects of this study were 85 sophomore students majoring in Electrical Engineering. This study randomly selected one class as the control group ( n = 43), and adopted the regular teaching method while another class was selected as the experimental group ( n = 42), and employed the flipped teaching method. This study used the “Learning strategy scale of students in vocational high schools” as the instrument. The students’ scores of the Testing Center for Technological and Vocational Education Test were used to evaluate their learning effectiveness. The results of this study indicate that students under the flipped teaching model made remarkable progress in the electronics course and the learning outcomes remained significant after a long period of time. Moreover, they made notable changes in their learning strategies, including “learning motivation”, “reading and exams”, “self-testing”, and “problem solving strategies”.

Keywords: flipped classroom; learning effectiveness; learning strategies (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2021
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