Examining the Effect of Flipped Instruction on Students' Learning Approaches in a STEM Learning Context

Authors

  • Fridolin Sze Thou Ting The Hong Kong Polytechnic University Author
  • Ronnie H. Shroff The Hong Kong Polytechnic University Author
  • Wai Hung Lam Lingnan University, Hong Kong Author
  • David C. W. Chin The Hong Kong Polytechnic University Author

Keywords:

flipped learning, university engineering mathematics, interactive videos, active learning, vector calculus

Abstract

This study aimed to better understand the effect that the flipped method of instruction has on students’ learning approaches using interactive math lecture videos in a second-year vector calculus course. Three hypotheses were tested to determine if students’ perceptions of their level of active engagement, the number of interactive lecture videos they watched, and the frequency of questions they attempted were significant predictors of a deep approach (DA) to learning. Using a 12-item, three-factor Active Engagement Student Perception Survey (AESPS) Instrument and a 20-item, two-factor version of the Study Process Questionnaire (R-SPQ-2F), a statistically significant correlation was found for all three hypotheses.

Published

2024-04-25