A comparative study on achievement of learning outcomes through flipped classroom and traditional lecture instructions

Md Nurul Islam, Abdus Salam, Munira Bhuiyan, Sulinda Binti Daud

Research output: Contribution to journalArticle

Abstract

Objectives: The flipped classroom is a popular method of instruction for teaching all grades of students. Depending on the individual lecturers, flipped classrooms vary subject to the elements of the class, needs of students and the level of involvement. The objectives of this study were to compare the students learning outcomes achieved through the flipped classroom model and traditional lecture based instructions. Materials and Methods: This study was conducted among 50 first-year dental students of a private University, Malaysia, who were divided into two groups consisting of 25 students each. Dental Ergonomics topic was taught to both groups using flipped classroom model to one group and lecture based instruction to other group in morning and afternoon sessions. At the end of each instruction, a mini-test was done using the same MCQ questions. Percent of mean scores achieved by the flipped group of students with lectured group of students were compared. Results: Flipped group of students achieved 91.67% and lectured group of students achieved 89.58% with no significant differences (p = 0.28). However, students expressed their positive perception on flipped classroom model. They suggest all topics are not suitable which is similar to the opinion of the teachers. Conclusion: Success of flipped teaching method depends on the proper development of the resource materials, delivery methods, assessment strategy and adequate facilities. Proper planning of the educational managers is essential to train and change the teachers' mindset towards using of more flipped classes than the traditional lecture and to make them competent in developing resources and guide the students properly.

Original languageEnglish
Pages (from-to)314-317
Number of pages4
JournalInternational Medical Journal
Volume25
Issue number5
Publication statusPublished - 1 Oct 2018
Externally publishedYes

Fingerprint

Learning
Students
Teaching
Dental Students
Human Engineering
Malaysia
Tooth

Keywords

  • Comparison
  • Flipped classroom
  • Learning outcomes
  • Lecture class

ASJC Scopus subject areas

  • Medicine(all)

Cite this

A comparative study on achievement of learning outcomes through flipped classroom and traditional lecture instructions. / Islam, Md Nurul; Salam, Abdus; Bhuiyan, Munira; Daud, Sulinda Binti.

In: International Medical Journal, Vol. 25, No. 5, 01.10.2018, p. 314-317.

Research output: Contribution to journalArticle

Islam, Md Nurul ; Salam, Abdus ; Bhuiyan, Munira ; Daud, Sulinda Binti. / A comparative study on achievement of learning outcomes through flipped classroom and traditional lecture instructions. In: International Medical Journal. 2018 ; Vol. 25, No. 5. pp. 314-317.
@article{649b822e3fbc4289a1f75b6d7b96329c,
title = "A comparative study on achievement of learning outcomes through flipped classroom and traditional lecture instructions",
abstract = "Objectives: The flipped classroom is a popular method of instruction for teaching all grades of students. Depending on the individual lecturers, flipped classrooms vary subject to the elements of the class, needs of students and the level of involvement. The objectives of this study were to compare the students learning outcomes achieved through the flipped classroom model and traditional lecture based instructions. Materials and Methods: This study was conducted among 50 first-year dental students of a private University, Malaysia, who were divided into two groups consisting of 25 students each. Dental Ergonomics topic was taught to both groups using flipped classroom model to one group and lecture based instruction to other group in morning and afternoon sessions. At the end of each instruction, a mini-test was done using the same MCQ questions. Percent of mean scores achieved by the flipped group of students with lectured group of students were compared. Results: Flipped group of students achieved 91.67{\%} and lectured group of students achieved 89.58{\%} with no significant differences (p = 0.28). However, students expressed their positive perception on flipped classroom model. They suggest all topics are not suitable which is similar to the opinion of the teachers. Conclusion: Success of flipped teaching method depends on the proper development of the resource materials, delivery methods, assessment strategy and adequate facilities. Proper planning of the educational managers is essential to train and change the teachers' mindset towards using of more flipped classes than the traditional lecture and to make them competent in developing resources and guide the students properly.",
keywords = "Comparison, Flipped classroom, Learning outcomes, Lecture class",
author = "Islam, {Md Nurul} and Abdus Salam and Munira Bhuiyan and Daud, {Sulinda Binti}",
year = "2018",
month = "10",
day = "1",
language = "English",
volume = "25",
pages = "314--317",
journal = "International Medical Journal",
issn = "1341-2051",
publisher = "Japan International Cultural Exchange Foundation",
number = "5",

}

TY - JOUR

T1 - A comparative study on achievement of learning outcomes through flipped classroom and traditional lecture instructions

AU - Islam, Md Nurul

AU - Salam, Abdus

AU - Bhuiyan, Munira

AU - Daud, Sulinda Binti

PY - 2018/10/1

Y1 - 2018/10/1

N2 - Objectives: The flipped classroom is a popular method of instruction for teaching all grades of students. Depending on the individual lecturers, flipped classrooms vary subject to the elements of the class, needs of students and the level of involvement. The objectives of this study were to compare the students learning outcomes achieved through the flipped classroom model and traditional lecture based instructions. Materials and Methods: This study was conducted among 50 first-year dental students of a private University, Malaysia, who were divided into two groups consisting of 25 students each. Dental Ergonomics topic was taught to both groups using flipped classroom model to one group and lecture based instruction to other group in morning and afternoon sessions. At the end of each instruction, a mini-test was done using the same MCQ questions. Percent of mean scores achieved by the flipped group of students with lectured group of students were compared. Results: Flipped group of students achieved 91.67% and lectured group of students achieved 89.58% with no significant differences (p = 0.28). However, students expressed their positive perception on flipped classroom model. They suggest all topics are not suitable which is similar to the opinion of the teachers. Conclusion: Success of flipped teaching method depends on the proper development of the resource materials, delivery methods, assessment strategy and adequate facilities. Proper planning of the educational managers is essential to train and change the teachers' mindset towards using of more flipped classes than the traditional lecture and to make them competent in developing resources and guide the students properly.

AB - Objectives: The flipped classroom is a popular method of instruction for teaching all grades of students. Depending on the individual lecturers, flipped classrooms vary subject to the elements of the class, needs of students and the level of involvement. The objectives of this study were to compare the students learning outcomes achieved through the flipped classroom model and traditional lecture based instructions. Materials and Methods: This study was conducted among 50 first-year dental students of a private University, Malaysia, who were divided into two groups consisting of 25 students each. Dental Ergonomics topic was taught to both groups using flipped classroom model to one group and lecture based instruction to other group in morning and afternoon sessions. At the end of each instruction, a mini-test was done using the same MCQ questions. Percent of mean scores achieved by the flipped group of students with lectured group of students were compared. Results: Flipped group of students achieved 91.67% and lectured group of students achieved 89.58% with no significant differences (p = 0.28). However, students expressed their positive perception on flipped classroom model. They suggest all topics are not suitable which is similar to the opinion of the teachers. Conclusion: Success of flipped teaching method depends on the proper development of the resource materials, delivery methods, assessment strategy and adequate facilities. Proper planning of the educational managers is essential to train and change the teachers' mindset towards using of more flipped classes than the traditional lecture and to make them competent in developing resources and guide the students properly.

KW - Comparison

KW - Flipped classroom

KW - Learning outcomes

KW - Lecture class

UR - http://www.scopus.com/inward/record.url?scp=85053402356&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85053402356&partnerID=8YFLogxK

M3 - Article

AN - SCOPUS:85053402356

VL - 25

SP - 314

EP - 317

JO - International Medical Journal

JF - International Medical Journal

SN - 1341-2051

IS - 5

ER -