Enhancing physics laboratory experiments through an instructional design model using flipped classroom: a case study in a college physics course in Vietnam

Van Thien Ngo

International Journal of Innovation and Learning, 2024, vol. 35, issue 2, 199-215

Abstract: This study examined the effects of an instructional model using a flipped classroom (FC) on students' ability to conduct a laboratory physics experiment. A mixed research method was used. In the quantitative method, the questionnaire on students' perception of their ability to perform a physical laboratory experiment was used before and after the intervention study. The student interview was conducted as a qualitative method. Seventy first-year students of the Faculty of Electrical and Electronic Engineering participated in the study. The results show that there is a significant difference in the perception of their ability to conduct a physical laboratory experiment between the experimental and control groups. The interview results demonstrated that the use of the FC model for the physics laboratory improved the students' experimental competencies.

Keywords: physics laboratory; experimental competencies; instructional design; flipped classroom; students' perception of learning; Vietnam. (search for similar items in EconPapers)
Date: 2024
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