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Improving students’ satisfaction and learning performance using flipped classroom - ScienceDirect
Source: sciencedirect.com
Article summary:
1. Flipped classroom is a new teaching model that puts students in the center of the learning process and uses active learning strategies.
2. There have been mixed results on the effectiveness of flipped classrooms, with some studies showing positive effects and others not finding statistically significant differences between flipped and traditional models.
3. This study tested two hypotheses: that student satisfaction would improve with flipped classrooms, and that student performance would also improve.
Article analysis:
The article “Improving students’ satisfaction and learning performance using flipped classroom” is generally reliable and trustworthy, as it provides an overview of the concept of flipped classroom, its theoretical frameworks, advantages, and previous research findings on its effectiveness. The authors also provide a detailed description of their own study design, methodology, results, discussion, and conclusion.
However, there are some potential biases in the article that should be noted. First, the authors do not explore any counterarguments to their hypothesis or discuss any potential risks associated with implementing a flipped classroom model. Second, they do not present both sides equally; instead they focus mainly on the positive aspects of flipped classrooms without providing much detail about any potential drawbacks or challenges associated with this approach. Third, there is a lack of evidence for some of the claims made in the article; for example, while they cite several studies that have found positive effects from using flipped classrooms, they do not provide any evidence to support their claim that “students’ performance or academic results are higher with flipped learning model” (p. 5). Finally, there is some promotional content in the article; for example, when discussing their own study design they emphasize how easy it was to implement due to working with small groups (p. 6).
In conclusion, while this article provides an overview of the concept of flipped classroom and its theoretical frameworks as well as a detailed description of their own study design and results which makes it generally reliable and trustworthy overall; however there are some potential biases which should be noted such as lack of exploration into counterarguments or risks associated with implementing this approach as well as lack of evidence for some claims made in the article and promotional content regarding their own study design.