Abstract
Self-confidence is an important construct for students. Some studies show the low self-confidence will effect on learning outcomes. A learning strategy is needed to solve the problem about self-confidence and learning outcomes of students. This research aims to determine the effect of flipped classroom on self-confidence and learning outcomes. Experimental method was used in this study with a pre-test, post test control group design. One hundred sixty-five students were participated in this study; they were randomly divided into two groups: an experimental group (flipped classroom) consists eighty-four students and a control group (conventional classroom) consists eighty-one students. This study was conducted at three high schools in West Aceh Regency, Aceh, Indonesia. This study took two months from July to August 2019. The parameter measured for data collection in this study was self-confidence and learning outcomes of students. Self-confidence and learning outcomes data were analysed using parametric statistics with independent sample t-tests and to see the correlation of self-confidence to learning outcomes was known through correlation and regression analysis. The results showed a significant difference on self-confidence and learning outcomes of students between experimental group and control group. The correlation coefficient showed a positive and strong relationship between self-confidence and learning outcomes (r = 0.796), self-confidence contributed 63% to learning outcomes. The results revealed that the implementation of flipped classroom can promote self-confidence and learning outcomes.
References
- Youngkin, C. A. (2014). The flipped classroom: practices and opportunities for health sciences librarians. Medical reference services quarterly 33(4):367-374.
- Zarrinabadi, N., & Ebrahimi, A. (2019). Increasing peer collaborative dialogue using a flipped classroom strategy. Innovation in Language Learning and Teaching 13(3):267-276.
Abstract
References
- Youngkin, C. A. (2014). The flipped classroom: practices and opportunities for health sciences librarians. Medical reference services quarterly 33(4):367-374.
- Zarrinabadi, N., & Ebrahimi, A. (2019). Increasing peer collaborative dialogue using a flipped classroom strategy. Innovation in Language Learning and Teaching 13(3):267-276.
Details
| Primary Language | English |
|---|---|
| Subjects | Other Fields of Education |
| Journal Section | Articles |
| Authors | |
| Publication Date | September 10, 2020 |
| Submission Date | March 2, 2020 |
| Published in Issue | Year 2020 |
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