The effectiveness of team-based flipped learning on a vocational high school economics classroom
Journal
Interactive Learning Environments
Date Issued
2018
Author(s)
Abstract
The purpose of this study is to explore the effectiveness of team-based flipped learning classes on students’ learning achievement and motivation. Eighty-two students in two economics classes at a vocational high school participated in the study. This study adopted a pre-test and post-test quasi-experiment design with two teaching approaches taught by the same instructor. In the experimental group, the instructor assigned students into group and used team-based flipped learning; and in the control group, students learned from didactic teaching and unstructured small group discussion. The study employed achievement test, readiness assurance test, and Motivational Strategies Learning Questionnaire to assess students’ learning strategies and outcomes. Results of this study indicated a significant difference in students’ knowledge test and motivation scores between the two groups. Students in the team-based flipped learning class showed better performance and were more motivated. Meanwhile, the delayed post-test also indicated that the experimental group outperformed the control group. Based on the findings, this study proposed implications and suggestions for future research and teaching practice.
Subjects
business and management education; economics education; flipped learning; motivation; team-based flipped learning; Team-based learning; technological and vocational education
SDGs
Type
journal article