Effects of the Flipped Classroom Model on Student Performance for Vocational College Students

摘要

Under the increasingly recruiting pressure, the school policies, teaching methods, and students' learning attitude of many vocational colleges in Taiwan have been criticized for a long time. This study aimed to explore the effectiveness of a traditional lecture-based curriculum versus a flipped classroom curriculum of Application of Computer and Information delivered to first-year vocational college students. A multiple method research design was used to address the research questions included: (a) a two-group quasi-experimental design was implemented. One group utilized the lecture-based strategy (n = 53), while the other group utilized the flipped classroom (n = 52), (b) an adjusted flipped classroom model was adopted in the midterm of the experimental process, (c) certificate examination and interview were distributed to assess the students' academic achievement. The findings suggest that group activities are usually the goal of the in-class portion of the flipped classroom, however, individual activities can be most beneficial and can be helpful for students who need more individual reflective time to learn. This study blended the individual and group activities into the flipped classroom and got the evidence to support the research questions. The implication of this study and suggestions for future implementations is also discussed.