Kuwaiti pre-service teachers held favourable perceptions of flipped learning, with over 90% agreement on six questionnaire items¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1–r2 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Most respondents were satisfied with the flipped-learning setting, agreeing at over 90% rates that videos were available and relevant, activities improved understanding, and the lecturer engaged, clarified and expanded on content. → Almodaires et al. 2019 q2 i? Agreement was lower for having adequate pre-class time (78.9%), inspiration to pursue further learning (74.2%), and desire for more lectures in FL mode (67.9%). → Almodaires et al. 2019 (2)

Evidence¶

Almodaires et al. 2019¶

Abdullah M. Almodaires, Ghaida M. Alayyar, Tareq O. Almsaud & Faisal M. Almutairi. (2019). The Effectiveness of Flipped Learning: A Quasi-Experimental Study of the Perceptions of Kuwaiti Pre-Service Teachers. International Education Studies, 12(1). https://doi.org/10.5539/ies.v12n1p10

q2 · i? · causal · r1

Descriptive analysis of a Likert-scale feedback questionnaire (adapted from Pierce and Fox, 2012) administered to the 128 EG students; total response rate 100% (n = 128), adjusted 30.56%. Items Q1, Q3, Q5, Q8, Q9 and Q10 each exceeded 90% agreement (e.g., Q3 96.1%, Q9 96.9%).

"The results revealed that most of the respondents were satisfied with the FL setting, with over 90% of the students ‘agreeing’ with six items in the feedback questionnaire"

Almodaires et al. 2019 (2)¶

Abdullah M. Almodaires, Ghaida M. Alayyar, Tareq O. Almsaud & Faisal M. Almutairi. (2019). The Effectiveness of Flipped Learning: A Quasi-Experimental Study of the Perceptions of Kuwaiti Pre-Service Teachers. International Education Studies, 12(1). https://doi.org/10.5539/ies.v12n1p10

q2 · i? · causal · r2

Same questionnaire's lower-agreement items: adequate time to view videos (Q2, 78.9%), inspiration to pursue further learning (Q6, 74.2%), and desire for more lectures in FL mode (Q7, 67.9%), as printed in Table 6.

"However, although 74.2% of the students ‘agreed’ that the FL session inspired them to pursue further learning for the module (Item 6), some students (67.9%) expressed the desire for more lectures in the FL mode."

Discussion¶

Related Claims¶

• Iraqi EFL learners held predominantly positive attitudes toward flipped classroom instruction — related
• Students perceived flipped learning as having a distinct set of affordances (flexible video access, preparation, interaction) and constraints (video length, lack of guidance while watching) — related
• Pre-service teachers taught with flipped learning scored significantly higher than lecture-taught peers on the first, second and final exams, but not on final grade — related