The Experts below are selected from a list of 15237 Experts worldwide ranked by ideXlab platform
Denis Abao Tan - One of the best experts on this subject based on the ideXlab platform.
-
MATHEMATICS PERFORMANCE AND ANXIETY OF JUNIOR HIGH SCHOOL STUDENTS IN A Flipped Classroom
European Journal of Education Studies, 2018Co-Authors: Lester Lou Benguar Segumpan, Denis Abao TanAbstract:The conventional schoolroom scenario portrays the teaching-learning processes orchestrating in the four walls of the Classroom. Flipped Classroom tries to do away with the traditional mode of lecture to a more dynamic Classroom experience of the students where presentation of the contents are done outside the Classroom utilizing instructional videos. This study determined the effectiveness of the Flipped Classroom in the mathematics performance and anxiety of the Grade 7 students of Central Mindanao University Laboratory High School. Specifically, it aimed to answer the questions on the mathematics performance of the students when exposed to Flipped Classroom and to Non-Flipped Classroom before and after the experimentation and few days after the experimentation; on the mathematics anxiety of the students when exposed to Flipped Classroom and to Non-Flipped Classroom before and after the experimentation; on the difference in mathematics performance of the students when exposed to Flipped Classroom and to Non-Flipped Classroom after and few days after the experimentation as either significant or not; and lastly, on the difference in the mathematics anxiety of the students when exposed to Flipped Learning and to Non-Flipped Classroom as either significant or not. Results revealed that the mathematics performance of both groups recorded great improvements after the implementation. The mathematics performance of the students exposed to Flipped Classroom became significantly comparable with the mathematics performance of the students exposed to Non-Flipped Classroom in the retention test. On mathematics anxiety, the students are on moderate level in both groups before and after the implementation. Moreover, the mathematics anxiety of the students exposed to Flipped Classroom is lower after the implementation and it is even significantly lesser than the anxiety of the students exposed to Non-Flipped Classroom. Article visualizations:
Jerod Quinn - One of the best experts on this subject based on the ideXlab platform.
-
Retention of Content Utilizing a Flipped Classroom Approach.
Nursing education perspectives, 2017Co-Authors: Bobbi Shatto, Kristine Lʼecuyer, Jerod QuinnAbstract:The Flipped Classroom experience promotes retention and accountability for learning. The authors report their evaluation of a Flipped Classroom for accelerated second-degree nursing students during their primary medical-surgical nursing course. Standardized HESI® scores were compared between a group of students who experienced the Flipped Classroom and a previous group who had traditional teaching methods. Short- and long-term retention was measured using standardized exams 3 months and 12 months following the course. Results indicated that short-term retention was greater and long- term retention was significantly great in the students who were taught using Flipped Classroom methodology.
Lester Lou Benguar Segumpan - One of the best experts on this subject based on the ideXlab platform.
-
MATHEMATICS PERFORMANCE AND ANXIETY OF JUNIOR HIGH SCHOOL STUDENTS IN A Flipped Classroom
European Journal of Education Studies, 2018Co-Authors: Lester Lou Benguar Segumpan, Denis Abao TanAbstract:The conventional schoolroom scenario portrays the teaching-learning processes orchestrating in the four walls of the Classroom. Flipped Classroom tries to do away with the traditional mode of lecture to a more dynamic Classroom experience of the students where presentation of the contents are done outside the Classroom utilizing instructional videos. This study determined the effectiveness of the Flipped Classroom in the mathematics performance and anxiety of the Grade 7 students of Central Mindanao University Laboratory High School. Specifically, it aimed to answer the questions on the mathematics performance of the students when exposed to Flipped Classroom and to Non-Flipped Classroom before and after the experimentation and few days after the experimentation; on the mathematics anxiety of the students when exposed to Flipped Classroom and to Non-Flipped Classroom before and after the experimentation; on the difference in mathematics performance of the students when exposed to Flipped Classroom and to Non-Flipped Classroom after and few days after the experimentation as either significant or not; and lastly, on the difference in the mathematics anxiety of the students when exposed to Flipped Learning and to Non-Flipped Classroom as either significant or not. Results revealed that the mathematics performance of both groups recorded great improvements after the implementation. The mathematics performance of the students exposed to Flipped Classroom became significantly comparable with the mathematics performance of the students exposed to Non-Flipped Classroom in the retention test. On mathematics anxiety, the students are on moderate level in both groups before and after the implementation. Moreover, the mathematics anxiety of the students exposed to Flipped Classroom is lower after the implementation and it is even significantly lesser than the anxiety of the students exposed to Non-Flipped Classroom. Article visualizations:
Catherine E. Lewis - One of the best experts on this subject based on the ideXlab platform.
-
Is the Flipped Classroom a Panacea for Medical Education?
Current Surgery Reports, 2019Co-Authors: Catherine E. LewisAbstract:Purpose of Review The purpose of this review is to describe the Flipped Classroom, its advantages and disadvantages, its use specifically in medical education, and directions for future research. The Flipped Classroom is an instructional model in which the traditional lecture is delivered in a video format before class. The in-class time is spent on active, inquiry-based learning facilitated by an instructor. Recent Findings The Flipped Classroom is rapidly gaining in interest and popularity, and being increasingly implemented in medical education at all levels. Despite its many theoretical advantages, there are a variety of pros and cons that educators should consider when adopting this methodology. Overall, research findings to date support use of the Flipped Classroom in regard to learner preference and satisfaction; however, further studies are needed to determine its true effect on learning outcomes. Summary The Flipped Classroom is a relatively new educational modality that can potentially promote learner-centered, self-directed, active learning. There is significant potential for educational researchers who wish to develop assessment tools capable of evaluating deeper learning, particularly within the Flipped Classroom framework.
-
Is the Flipped Classroom a Panacea for Medical Education
Current Surgery Reports, 2019Co-Authors: Catherine E. LewisAbstract:The purpose of this review is to describe the Flipped Classroom, its advantages and disadvantages, its use specifically in medical education, and directions for future research. The Flipped Classroom is an instructional model in which the traditional lecture is delivered in a video format before class. The in-class time is spent on active, inquiry-based learning facilitated by an instructor. The Flipped Classroom is rapidly gaining in interest and popularity, and being increasingly implemented in medical education at all levels. Despite its many theoretical advantages, there are a variety of pros and cons that educators should consider when adopting this methodology. Overall, research findings to date support use of the Flipped Classroom in regard to learner preference and satisfaction; however, further studies are needed to determine its true effect on learning outcomes. The Flipped Classroom is a relatively new educational modality that can potentially promote learner-centered, self-directed, active learning. There is significant potential for educational researchers who wish to develop assessment tools capable of evaluating deeper learning, particularly within the Flipped Classroom framework.
C. Andrew Youngkin - One of the best experts on this subject based on the ideXlab platform.
-
The Flipped Classroom: practices and opportunities for health sciences librarians.
Medical reference services quarterly, 2014Co-Authors: C. Andrew YoungkinAbstract:The “Flipped Classroom” instructional model is being introduced into medical and health sciences curricula to provide greater efficiency in curriculum delivery and produce greater opportunity for in-depth class discussion and problem solving among participants. As educators employ the Flipped Classroom to invert curriculum delivery and enhance learning, health sciences librarians are also starting to explore the Flipped Classroom model for library instruction. This article discusses how academic and health sciences librarians are using the Flipped Classroom and suggests opportunities for this model to be further explored for library services.
