The study of an innovative Eéducationnel practice in Greek students: The flipped learning
Music School (Gymnasium-Lyceum) of Chania, Chania, Greece.
Review
World Journal of Advanced Engineering Technology and Sciences, 2024, 12(02), 013–020.
Article DOI: 10.30574/wjaets.2024.12.2.0275
Publication history:
Received on 21 May 2024; revised on 28 June 2024; accepted on 01 July 2024
Abstract:
The purpose of this paper is to compare the effectiveness of using flipped teaching against traditional teaching, with active learning techniques, in physics and mathematics courses. The study was conducted on 100 middle and high school students who were first subjected to traditional teaching (control group) and then subjected to flipped teaching (experimental group). To check the effectiveness of the two methods, the students were submitted to an assessment test in the lesson taught with the two methods. To test the existence of a statistically significant difference between the performance of the two groups, the independent sample t-test and ANOVA test were used for continuous variables. In addition, multiple logistic regression analysis with Odds Ratios was used to predict student achievement depending on the teaching method used. The results of the study showed that there is no statistically significant difference in the average performance of students with the two teaching methods.
Keywords:
Flipped Learning; Greek Students; Innovative Educational Practice; Science
Full text article in PDF:
Copyright information:
Copyright © 2024 Author(s) retain the copyright of this article. This article is published under the terms of the Creative Commons Attribution Liscense 4.0