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postgraduate thesis: Comparison of teaching approaches and strategies : how do the use of traditional teaching and flipped classroom teaching techniques affect the attitudes and attainment of science students in an international school in Hong Kong?

TitleComparison of teaching approaches and strategies : how do the use of traditional teaching and flipped classroom teaching techniques affect the attitudes and attainment of science students in an international school in Hong Kong?
Authors
Issue Date2014
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
Citation
Couch, A. C.. (2014). Comparison of teaching approaches and strategies : how do the use of traditional teaching and flipped classroom teaching techniques affect the attitudes and attainment of science students in an international school in Hong Kong?. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5396412
AbstractEducation is an evolving process for teachers. In order to move away from the generally accepted face to face delivery method and adapt to upcoming trends in education, teachers are implementing the flipped classroom as a means to deliver curriculum content to their students. During this study a comparison between a flipped classroom and traditional lecture style teaching approaches was conducted within a Hong Kong based International School in order to gain insight into the effects on students attitude and academic attainment in science. The comparison was conducted using participants from two year 9 (13-14 year old) general science classes. One class conducted their science lessons for the academic year using the flipped classroom approach. Within this structure a Virtual Learning Environment (VLE) was used as the platform for delivering the lesson content. Students were tasked to produce questions and notes based on the online material. The second class, completed their science lessons using a traditional lecture based approach. In these lessons, the teacher delivered content via a lecture and question and answer sessions. Both classes completed investigations and practical activities during the lessons with the flipped classroom class expected to contribute to the design of investigations and the traditional class following provided instructions. In order to determine the effects of the teaching strategies employed during the study on the students attitude and attainment in science, pre and post course attitudinal surveys and pre and post topic tests were presented to the students. The quantitative data was analysed using ANOVA tests and qualitative data responses were interpreted for what the responses could infer or imply. This research has found that the implementation of a flipped learning teaching strategy can be a positive and useful instrument for teachers to use. This strategy is still relatively in its infancy and will continue to develop along with the ever changing world of technology. With the findings relating to the effects on attitude and attainment largely being positive but not necessarily significant, it would appear as though a mix of strategies needs to be employed by teachers in order to facilitate the variety of learner approaches that are experienced.
DegreeMaster of Education
SubjectScience - Study and teaching (Secondary) - China - Hong Kong
Dept/ProgramEducation
Persistent Identifierhttp://hdl.handle.net/10722/209679

 

DC FieldValueLanguage
dc.contributor.authorCouch, Andrew Charles-
dc.date.accessioned2015-05-12T23:13:41Z-
dc.date.available2015-05-12T23:13:41Z-
dc.date.issued2014-
dc.identifier.citationCouch, A. C.. (2014). Comparison of teaching approaches and strategies : how do the use of traditional teaching and flipped classroom teaching techniques affect the attitudes and attainment of science students in an international school in Hong Kong?. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5396412-
dc.identifier.urihttp://hdl.handle.net/10722/209679-
dc.description.abstractEducation is an evolving process for teachers. In order to move away from the generally accepted face to face delivery method and adapt to upcoming trends in education, teachers are implementing the flipped classroom as a means to deliver curriculum content to their students. During this study a comparison between a flipped classroom and traditional lecture style teaching approaches was conducted within a Hong Kong based International School in order to gain insight into the effects on students attitude and academic attainment in science. The comparison was conducted using participants from two year 9 (13-14 year old) general science classes. One class conducted their science lessons for the academic year using the flipped classroom approach. Within this structure a Virtual Learning Environment (VLE) was used as the platform for delivering the lesson content. Students were tasked to produce questions and notes based on the online material. The second class, completed their science lessons using a traditional lecture based approach. In these lessons, the teacher delivered content via a lecture and question and answer sessions. Both classes completed investigations and practical activities during the lessons with the flipped classroom class expected to contribute to the design of investigations and the traditional class following provided instructions. In order to determine the effects of the teaching strategies employed during the study on the students attitude and attainment in science, pre and post course attitudinal surveys and pre and post topic tests were presented to the students. The quantitative data was analysed using ANOVA tests and qualitative data responses were interpreted for what the responses could infer or imply. This research has found that the implementation of a flipped learning teaching strategy can be a positive and useful instrument for teachers to use. This strategy is still relatively in its infancy and will continue to develop along with the ever changing world of technology. With the findings relating to the effects on attitude and attainment largely being positive but not necessarily significant, it would appear as though a mix of strategies needs to be employed by teachers in order to facilitate the variety of learner approaches that are experienced.-
dc.languageeng-
dc.publisherThe University of Hong Kong (Pokfulam, Hong Kong)-
dc.relation.ispartofHKU Theses Online (HKUTO)-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.rightsThe author retains all proprietary rights, (such as patent rights) and the right to use in future works.-
dc.subject.lcshScience - Study and teaching (Secondary) - China - Hong Kong-
dc.titleComparison of teaching approaches and strategies : how do the use of traditional teaching and flipped classroom teaching techniques affect the attitudes and attainment of science students in an international school in Hong Kong?-
dc.typePG_Thesis-
dc.identifier.hkulb5396412-
dc.description.thesisnameMaster of Education-
dc.description.thesislevelMaster-
dc.description.thesisdisciplineEducation-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.5353/th_b5396412-

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