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VOL. 8, ISSUE 4 (2023)
The impact of flipped learning versus typical learning on students' cognitive performance in a new technology physical education course
Authors
Maria Giannousi, Iordanis Kioumourtzoglou, Charalampos Liakos, Nikolaos Vernadakis
Abstract
The purpose of this study was to evaluate the effectiveness of a
flipped learning approach in delivering the objectives of the N119 - New
Technology in Physical Education course, comparing it with a typical learning
approach at Democritus University of Thrace. Ninety-three (n=93) first-year
undergraduate Physical Education students, aged 18 to 20, were assigned to two
teaching method groups by a random draw: a flipped instructional (FI) group
with 47 students and a typical instructional (TI) group with 46 students. The
instructional period, practical exercises (activities), and testing occurred
over six consecutive weeks, involving five 90-minute training sessions for the
participants. At the beginning and at the end of the experimental procedure,
students underwent cognitive assessments (quizzes, exams) as pre- and post-test
measurements, respectively. A two-way analysis of variance (ANOVA) with
repeated measures was conducted to evaluate the effect of teaching methods and
measurements across time on cognitive performance. The data analysis revealed
no significant differences between the cognitive performance scores of FI and
TI students in this course content. Specifically, the results indicated that
both instructional methods had a significant impact on students' cognitive
performance, with FI students achieving similar scores to those in the TI
teaching approach. These results imply that variations in learning outcomes
between formats, as identified in previous literature, may be influenced by
additional factors not considered in this study.
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Pages:12-15
How to cite this article:
Maria Giannousi, Iordanis Kioumourtzoglou, Charalampos Liakos, Nikolaos Vernadakis "The impact of flipped learning versus typical learning on students' cognitive performance in a new technology physical education course". International Journal of Advanced Education and Research, Vol 8, Issue 4, 2023, Pages 12-15
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