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Students’ attitude and academic achievement in a flipped classroom - ScienceDirect
Source: sciencedirect.com
Article summary:
1. This article examines the attitudes of Chemistry students towards chemistry and their academic achievement when taught with a flipped classroom strategy.
2. The study found that students had a significantly higher mean attitude score after being taught with the flipped classroom strategy, and that their academic achievement was also significantly higher than those in the conventional group.
3. The implications of these findings are that the flipped classroom strategy could improve attitude of students towards chemistry, thereby enhancing their academic achievement.
Article analysis:
The article is generally reliable and trustworthy, as it provides evidence for its claims in the form of research studies conducted by other authors in the field. It also provides detailed information about the methodology used in its own study, which adds to its credibility. However, there are some potential biases present in the article which should be noted. For example, it does not explore any counterarguments or alternative perspectives on the use of flipped classrooms, nor does it provide any evidence for potential risks associated with this teaching method. Additionally, it does not present both sides of the argument equally; instead, it focuses mainly on promoting the benefits of using a flipped classroom approach without providing an equal amount of attention to potential drawbacks or risks associated with this method.