Project based learning in flipped classroom based on student's cognitive style
Flipped classroom and project-based learning have gained the attention of many researchers and practitioners in education. Despite proven effective empirically, very few studies have emphasized project-based learning in flipped classroom based on students’ cognitive style. Thus, the purpose of this...
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Blue Eyes Intelligence Engineering and Sciences Publication
2019
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my.utm.887312020-12-29T04:17:17Z http://eprints.utm.my/id/eprint/88731/ Project based learning in flipped classroom based on student's cognitive style Mohamed, H. Saidalvi, A. Tashiron, N. A. L Education (General) Flipped classroom and project-based learning have gained the attention of many researchers and practitioners in education. Despite proven effective empirically, very few studies have emphasized project-based learning in flipped classroom based on students’ cognitive style. Thus, the purpose of this study is to investigate the effectiveness of project-based learning in flipped classroom based on students’ cognitive style. This study adopted randomized pretest-posttest control-group quantitative research design. The instruments used in this study were Group Embedded Figure Test (GEFT), Pretest and Posttest. A total of 72 students were involved in this study. Data were analyzed by percentage, mean, and correlation of Eta. The findings show that the majority of Year 5 students have Field Independent (FI) cognitive style. Pretest and posttest analysis show project-based learning approach in flipped classroom can help improve students' achievement in Mathematics and benefit both Field Independent and Field Dependent students. Blue Eyes Intelligence Engineering and Sciences Publication 2019-04 Article PeerReviewed Mohamed, H. and Saidalvi, A. and Tashiron, N. A. (2019) Project based learning in flipped classroom based on student's cognitive style. International Journal of Recent Technology and Engineering, 7 (6). pp. 696-700. ISSN 2277-3878 https://www.scopus.com/record/display.uri?eid=2-s2.0-85074215080&origin=resultslist&sort=plf-f&src=s&st1= |
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Flipped classroom and project-based learning have gained the attention of many researchers and practitioners in education. Despite proven effective empirically, very few studies have emphasized project-based learning in flipped classroom based on students’ cognitive style. Thus, the purpose of this study is to investigate the effectiveness of project-based learning in flipped classroom based on students’ cognitive style. This study adopted randomized pretest-posttest control-group quantitative research design. The instruments used in this study were Group Embedded Figure Test (GEFT), Pretest and Posttest. A total of 72 students were involved in this study. Data were analyzed by percentage, mean, and correlation of Eta. The findings show that the majority of Year 5 students have Field Independent (FI) cognitive style. Pretest and posttest analysis show project-based learning approach in flipped classroom can help improve students' achievement in Mathematics and benefit both Field Independent and Field Dependent students. |
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Article |
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Mohamed, H. Saidalvi, A. Tashiron, N. A. |
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Mohamed, H. Saidalvi, A. Tashiron, N. A. |
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Mohamed, H. |
title |
Project based learning in flipped classroom based on student's cognitive style |
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Project based learning in flipped classroom based on student's cognitive style |
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Project based learning in flipped classroom based on student's cognitive style |
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Project based learning in flipped classroom based on student's cognitive style |
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Project based learning in flipped classroom based on student's cognitive style |
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project based learning in flipped classroom based on student's cognitive style |
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Blue Eyes Intelligence Engineering and Sciences Publication |
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2019 |
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http://eprints.utm.my/id/eprint/88731/ https://www.scopus.com/record/display.uri?eid=2-s2.0-85074215080&origin=resultslist&sort=plf-f&src=s&st1= |
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