Review Article

Application of SQQ-Based Flipped Classroom Model on Students’ Achievement and Engagement in ICT Course

Mona Masood 1 * , Kamaludeen Samaila 2 , Kien T. Chau 1
More Detail
1 Centre for Instructional Technology and Multimedia, Universiti Sains Malaysia, Penang, MALAYSIA2 Kebbi State University of Science and Technology, Aliero, Kebbi State, NIGERIA* Corresponding Author
Mediterranean Journal of Social & Behavioral Research, 6(1), February 2022, 21-26, https://doi.org/10.30935/mjosbr/11527
Submitted: 28 October 2021, Published: 09 January 2022
OPEN ACCESS   1478 Views   968 Downloads
Download Full Text (PDF)

ABSTRACT

There is an agitation from teacher educators and experts that the traditional lecture-based method is no longer appropriate in teaching Information and Communication Technology (ICT) courses. Though, the government through its policies and reforms introduced ICT courses to schools and colleges to boost students’ ICT knowledge and skills for economic and national development. Studies from across all parts of the world show that using the traditional lecture-based method in teaching the ICT courses had affected students’ academic achievement and engagement. Scholars suggested using technologies and student-centered learning approaches to improve students’ achievement and engagement, particularly in the ICT courses. Flipped classroom model is one of the teaching and learning pedagogies that can overcome the limitations of the traditional lecture-based method. Few studies have investigated the effect of flipping classroom model for the students taking ICT courses. Hence, this paper presents a modified flipped classroom model to improve students’ achievement and learning engagement. The modified flipped classroom model comprises of social constructivist learning theory, bloom taxonomy, cooperative learning model, and study-quiz-question (SQQ) learning strategy.
Keywords: ICT knowledge, flipped classroom model, cooperative learning model, bloom taxonomy, social constructivism, SQQ

CITATION (APA)

Masood, M., Samaila, K., & Chau, K. T. (2022). Application of SQQ-Based Flipped Classroom Model on Students’ Achievement and Engagement in ICT Course. Mediterranean Journal of Social & Behavioral Research, 6(1), 21-26. https://doi.org/10.30935/mjosbr/11527

REFERENCES

  1. Adedoja, G. (2016). Pre-service teachers’ challenges and attitude toward the flipped classroom. African Educational Research Journal, 4(1), 13-18.
  2. Alrahlah, A. (2016). How effective the problem-based learning (PBL) in dental education. A critical review. Saudi Dental Journal, 28(4), 155-161. https://doi.org/10.1016/j.sdentj.2016.08.003
  3. Alzahrani, I. (2016). The role of the constructivist learning theory and collaborative learning environment on Wiki classroom and the relationship between them. International Journal of Educational and Pedagogical Sciences, 10(3), 891-894.
  4. Bishop, J., & Verleger, M. (2013). Testing the flipped classroom with model-eliciting activities and video lectures in a mid-level undergraduate engineering course. In 2013 IEEE Frontiers in Education Conference (pp. 161-163). https://doi.org/10.1109/FIE.2013.6684807
  5. Eppard, J., & Rochdi, A. (2017). A framework for flipped learning. In Proceedings of the 13th International Conference on Mobile Learning (pp. 33-40).
  6. Gillies, R. M. (2016). Cooperative learning: Review of research and practice. Australian Journal of Teacher Education, 41(3), 39-54. https://doi.org/10.14221/ajte.2016v41n3.3
  7. Hao, Y. (2016). Exploring undergraduates’ perspectives and flipped learning readiness in their flipped classrooms. Computers in Human Behavior, 59, 82-92. https://doi.org/10.1016/j.chb.2016.01.032
  8. Heo, H. J., & Chun, B. A. (2016). A study on the effects of mobile-based LMS on flipped learning: Focused on the affective pathway in pre-service teacher education. International Journal of Software Engineering and Its Applications, 10(12), 473-484. https://doi.org/10.14257/ijseia.2016.10.12.39
  9. Hsia, L.-H., Hwang, G.-J., & Lin, C.-J. (2019). A WSQ-based flipped learning approach to improving students’ dance performance through reflection and effort promotion. Interactive Learning Environments, 1-16. https://doi.org/10.1080/10494820.2019.1651744
  10. Jamaludin, R., & Zuraidah, M. O. (2014). The use of a flipped classroom to enhance engagement and promote active learning. Journal of Education and Practice, 5(2), 124-131.
  11. Jang, H., Kim, E. J., & Reeve, J. (2012). Longitudinal test of self-determination theory’s motivation mediation model in a naturally occurring classroom context. Journal of Educational Psychology, 104(4), 1175-1188. https://doi.org/10.1037/a0028089
  12. Jian, Q. (2019). Effects of digital flipped classroom teaching method integrated cooperative learning model on learning motivation and outcome. Electronic Library, 37(5), 842-859. https://doi.org/10.1108/EL-02-2019-0024
  13. Johnson, D. W., & Johnson, R. T. (2002). Cooperative learning methods: A meta-analysis. Journal of Research in Education, 12(1), 5-24.
  14. Jump, L. (2013). ‘Flipping the classroom’: A theoretical and practical exploration. Compass: Journal of Learning and Teaching, 4(8). https://doi.org/10.21100/compass.v4i8.99
  15. Kaarakainen, M. T., Kivinen, O., & Vainio, T. (2018). Performance-based testing for ICT skills assessing: a case study of students and teachers’ ICT skills in Finnish schools. Universal Access in the Information Society, 17(2), 349-360. https://doi.org/10.1007/s10209-017-0553-9
  16. Kaware, S. S., & Sunil, K. S. (2015). ICT application in education: An overview. International Journal of Multidisciplinary Approach and Studies, 2(1), 25-32.
  17. Kim, S. H., Park, N. H., & Joo, K. H. (2014). Effects of flipped classroom based on smart learning on self-directed and collaborative learning. International Journal of Control and Automation, 7(12), 69-80. https://doi.org/10.14257/ijca.2014.7.12.07
  18. Lai, & Hwang, G. J. (2016). A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course. Computers and Education, 100, 126-140. https://doi.org/10.1016/j.compedu.2016.05.006
  19. Lin, H. C., Hwang, G. J., & Hsu, Y. D. (2019). Effects of ASQ-based flipped learning on nurse practitioner learners’ nursing skills, learning achievement and learning perceptions. Computers and Education, 139, 207-221. https://doi.org/10.1016/j.compedu.2019.05.014
  20. Lo, C. K., Lie, C. W., & Hew, K. F. (2018). Applying “first principles of instruction” as a design theory of the flipped classroom: Findings from a collective study of four secondary school subjects. Computers and Education, 118, 150-165. https://doi.org/10.1016/j.compedu.2017.12.003
  21. Long, T., Cummins, J., & Waugh, M. (2018). Investigating the factors that influence higher education instructors’ decisions to adopt a flipped classroom instructional model. British Journal of Educational Technology, 50(3), 1-12. https://doi.org/10.1111/bjet.12703
  22. Manoj, K., Renumol, V., & Murthy, S. (2019). Flipped classroom strategy to help underachievers in Java programming. In 2018 International Conference on Learning and Teaching in Computing and Engineering (pp. 44-49). https://doi.org/10.1109/latice.2018.000-7
  23. Missildine, K., Fountain, R., Summers, L., & Gosselin, K. (2013). Flipping the classroom to improve student performance and satisfaction. Journal of Nursing Education, 52(10), 597-599. https://doi.org/10.3928/01484834-20130919-03
  24. O’Donnell, A. M., Reeve, J., & Smith, J. K. (2011). Educational psychology: Reflection for action. Wiley.
  25. Omotayo, O. O., Emiloju, A. O., Olawale, K., & Nathaniel, S. (2020). Assessment of teachers’ pedagogical knowledge on the utilization of information and communication technology in Kwara State, Nigeria. International Journal of Education and Development Using Information and Commnunication Technology, 16(1), 62-71.
  26. Reeve, J. (2013). How students create motivationally supportive learning environments for themselves: The concept of agentic engagement. Journal of Educational Psychology, 105(3), 579-595. https://doi.org/10.1037/a0032690
  27. Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher-student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of Educational Research, 81(4), 493-529. https://doi.org/10.3102/0034654311421793
  28. Samaila, K., Masood, M., & Chau, K. T. (2021). Enhancing student’s engagement and ICT skills through modified flipped classroom model. In 4th International Conference on Education (pp. 78-87).
  29. Samuel, N., Onasanya, S. A., & Yusuf, M. O. (2019). Engagement, learning styles and challenges of learning in the digital era among Nigerian secondary school students. International Journal of Education and Development Using Information and Communication Technology, 15(4), 35-43.
  30. Sarawagi, N. (2013). Flipping an introductory programming course: Yes you can! Journal of Computing Sciences in Colleges, 28(6), 186-188.
  31. Schlairet, M. C., Green, R., & Benton, M. J. (2014). The flipped classroom strategies for an undergraduate nursing course. Nurse Educator, 39(6), 321-325. https://doi.org/10.1097/NNE.0000000000000096
  32. Stone, B. B. (2012). Flip your classroom to increase active learning and student engagement. In 28th Annual Conference on Distance Teaching & Learning (pp. 1-5).
  33. Sun, J. C. Y., Wu, Y. T., & Lee, W. I. (2017). The effect of the flipped classroom approach to OpenCourseWare instruction on students’ self-regulation. British Journal of Educational Technology, 48(3), 713-729. https://doi.org/10.1111/bjet.12444
  34. Van Ryzin, M. J., & Roseth, C. J. (2019). Effects of cooperative learning on peer relations, empathy, and bullying in middle school. Aggressive Behavior, 45(6), 643-651. https://doi.org/10.1002/ab.21858
  35. Wen, A. S., Zaid, N. M., & Harun, J. (2017). Enhancing students’ ICT problem solving skills using flipped classroom model. In 2016 IEEE 8th International Conference on Engineering Education (pp. 187-192). https://doi.org/10.1109/ICEED.2016.7856069
  36. Willingham, D. T., Hughes, E. M., & Dobolyi, D. G. (2015). The scientific status of learning styles theories. Teaching of Psychology, 42(3), 266-271. https://doi.org/10.1177/0098628315589505
  37. Xu, Z., & Shi, Y. (2018). Application of constructivist theory in flipped classroom—Take college English teaching as a case study. Theory and Practice in Language Studies, 8(7), 880. https://doi.org/10.17507/tpls.0807.21
  38. Zainuddin, Z., Habiburrahim, H., & Hermawan, H. D. (2018). Designing a technology-enhanced flipped learning model using schoology LMS. In 2018 International Seminar on Intelligent Technology and Its Applications (pp. 245-250). https://doi.org/10.1109/ISITIA.2018.8710778
  39. Zainuddin, Z., Haruna, H., Li, X., Zhang, Y., & Chu, S. K. W. (2019). A systematic review of flipped classroom empirical evidence from different fields: what are the gaps and future trends? On the Horizon, 27(2), 72-86. https://doi.org/10.1108/OTH-09-2018-0027
  40. Zakana, M. E., & Esther, F. F. (2019). Effect of social networking sites on students’ engagement and motivation in computer science in Bayelsa State, Nigeria. European Scientific Journal, 15(5), 132-145. https://doi.org/10.19044/esj.2019.v15n5p132