Abstract

This study investigated the effects of using the flipped classroom pedagogical model in teaching Calculus II during COVID-19 at UAEU in Fall 2021. In addition, it investigated students’ perceptions of their learning and engagement in the flipped classroom. Thirty-four students from the college of Engineering participated in the study. The research aimed at investigating the impact of using the flipped classroom model on students’ achievements in the experimental groups (14 students) and comparing the results with those of the traditional group (20 students), which followed traditional teaching methods. The focus of the study was the double and triple integrals and their applications. A quasi-experimental design was implemented, and two research instruments were designed and used; a pre-and post-tests in addition to a survey. The study showed that students in the experimental group had a significant improvement compared with the traditional group. In addition, most students in the experimental group had a positive attitude toward the use of the flipped classroom.

Keywords

References

[1] S. Abbasi, T. Ayoob, A. Malik, and SI. Memon, Perceptions of students regarding E-learning during Covid-19 at a private medical college. Pak J Med Sci. 2020;36(COVID19-S4):S57-S61. doi:10.12669/pjms.36.COVID19-S4.2766.
[2] M. Adnan and K. Anwar, Online learning amid the COVID-19 pandemic: Students' perspectives, Journal of Pedagogical Sociology and Psychology, 2, 1 (2020) 45-51.
[3] S. Agarwal and I.S. Kaushik, Student’s Perception of Online Learning during COVID Pandemic, The Indian Journal of Pediatrics, 87(7) (2020), DOI: 10.1007/s12098-020-03327-7.
[4] G. Basilaia, M. Dgebuadze, M. Kantaria, and G. Chokhonelidze, Replacing the Classic Learning Form at Universities as an Immediate Response to the COVID-19 Virus Infection in Georgia, International Journal for Research in Applied Science & Engineering Technology (IJRASET), 8 (III), (2020) 101-108.
[5] W. Bao, COVID ‐19 and online teaching in higher education: A case study of Peking University, Human Behavior and Emerging Technologies. 2(2), (2020) 113-115.
[6] J. Demuyakor, Coronavirus (COVID-19) and Online Learning in Higher Institutions of Education: A Survey of the Perceptions of Ghanaian International Students in China, Online Journal of Communication and Media Technologies, 10 (3) (2020), doi.org/10.29333/ojcmt/8286.
[7] C. Giovannella, Effect induced by the Covid-19 pandemic on students’ perception about technologies and distance learning SLERD 2020, at Bucharest (on-line) Conference: SLERD 2020, (2020).
[8] A.Al Rawashdeh, M. Syam, and D. Serhan, D, Transitioning from face-to-face to online learning: Students’achievements and perceptions of learning Calculus during COVID-19 pandemic, In I. Sahin & M. Shelley (Eds.), Educational practices during the COVID-19 viral outbreak: International Perspectives, ISTES Organization (2020), pp. 1–17.
[9] M. Angelova, Students’ attitudes to the online university course of management in the context of COVID-19, International Journal of Technology in Education and Science (IJTES), 4(4) (2020) 283-292.
[10] M.P.A. Murphy, COVID-19 and emergency eLearning: Consequences of the securitization of higher education for post-pandemic pedagogy, Contemporary Security Policy, 41(3) (2020) 492-505.
[11] S. Bates and R. Galloway, The inverted classroom in a large enrolment introductory physics course: A case study, Paper presented at HEA STEM Conference, London, UK (2012).
[12] M.C. Carlisle, Using youtube to enhance student class preparation in an introductory Java course, Paper presented at Proceedings of the 41st ACM Technical Symposium on Computer science Education; Mar 10–13; Milwaukee, WI (2010).
[13] M. Özer, Educational Policy Actions by the Ministry of National Education in the times of COVID-19 Pandemic in Turkey, Kastamonu Eğitim Dergisi. 28 (3) (2020) 1124-1129.
[14] C. Demetry, Work in progress – An innovation merging ‘classroom flip’ and team-based learning, In Proceedings of 40th ASEE/IEEE Frontiers in Education Conference. Washington, DC (2010).
[15] L. Deslauriers, E. Schelew and C. Wieman, “Improved learning in a large-enrollment physics class” Science. 332 (2011) 862–864.
[16] M. Frydenberg, Flipping Excel, In Proceedings of the Information Systems Educators Conference. New Orleans, LA (2012).
[17] G. Gannod, J. Burge, and M. Helmick, Using the inverted classroom to teach Software Engineering, In Proceedings of the 30th International Conference on Software Engineering, New York: ACM , 777–786 (2008).
[18] L.S. Hamilton, J.H, Kaufman and M. Diliberti, Teaching and Leading Through a Pandemic: Key Findings from the American Educator Panels Spring 2020 COVID-19 Surveys, Creative Commons Attribution 4.0 International Public License (2020).
[19] M.T. Hebebci, Y. Bertiz, and S. Alan, Investigation of views of students and teachers on distance education practices during the Coronavirus (COVID-19) Pandemic, International Journal of Technology in Education and Science (IJTES), 4(4) (2020) 267-282.
[20] M. Lage, G. Platt and M. Treglia, Inverting the classroom: A gateway to creating an inclusive learning environment, The Journal of Economic Education, 31(1) (2000) 30–43.
[21] B. Love, A. Hodge, N. Grandgenett, and A. Swift, Student learning and perceptions in a flipped linear algebra Course, International Journal of Mathematical Education in Science and Technology. 45 (3) (2013) 317–324.
[22] E. P. Marpa, Technology in the teaching of mathematics: An analysis of teachers’ attitudes during the COVID-19 pandemic, International Journal on Studies in Education (IJonSE), 3(2) (2021) 92-102.
[23] J. McGivney-Burell and F. Xue, Flipping calculus, PRIMUS 23(5) (2013) 477–486.
[24] M. Moravec, A. Williams, N. Aguilar-Roca and D. O’Dowd, Learn before lecture: A strategy that improves learning outcomes in a large introductory biology class, CBE-Life Sciences Education. 9(4) (2010), 473–481.
[25] Naciri, M. A., Baba, A. Achbanim and A. Kharbach, Mobile Learning in Higher Education: Unavoidable Alternative during COVID-19, Aquademia. 4(1) (2020) ep20016.
[26] R. Talbert, Learning MATLAB in the inverted classroom, Computers in Education Journal, 23(2) (2012) 50–60.
[27] C.M. Toquero, Challenges and Opportunities for Higher Education amid the COVID-19 Pandemic, The Philippine Context. Pedagogical Research, 5(4) (2020), doi.org/10.29333/pr/7947