Determinants of Learning Outcomes in Flipped Classrooms at a University, Yunnan, China
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Abstract
Purpose: This study aims to investigate the effects of independent variables—such as student engagement, learning motivation, student-instructor interaction, self-efficacy, and social media usage—on the dependent variable of learning performance within a flipped classroom context. Additionally, the study seeks to develop a practical model to enhance students' learning performance in flipped classrooms. Research design, data, and methodology: Data for this study were collected through a questionnaire survey. The reliability and validity of the questionnaire were confirmed through the Index of Item-Objective Congruence (IOC) and Cronbach's Alpha, based on a pilot test with 30 participants. Multiple linear regression analysis (MLR) was conducted on data from 118 undergraduates at a University in Yunnan Province to determine the significance of the relationships between the variables. Following this analysis, a strategic plan (SP) was implemented with a group of 30 students over 14 weeks, and a paired sample T-test was conducted on pre- and post-SP data. Results: The multiple linear regression analysis revealed that student engagement, learning motivation, student-instructor interaction, and self-efficacy significantly impacted learning performance, while social media usage did not. The paired sample T-test showed significant differences in learning performance between the pre-SP and post-SP stages, suggesting that the strategic plan was effective. Conclusions: Interventions aimed at enhancing student engagement, learning motivation, student-instructor interaction, and self-efficacy in a flipped classroom setting can significantly improve students' learning performance.
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