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VOL. 8, ISSUE 4 (2023)
A comparison of flipped learning versus typical learning on students' satisfaction in a new technology physical education course
Authors
Maria Giannousi, Nikolaos Vernadakis, Charalampos Liakos, Efthimis Kioumourtzoglou
Abstract
The purpose of this study
was to assess student satisfaction with a flipped learning approach in
achieving the goals of the course N119 - New Technology in Physical Education,
comparing it to a conventional learning approach at the 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 completed a
satisfaction survey as pre- and post-test measurements, respectively. A two-way
analysis of variance (ANOVA) with repeated measures was conducted to assess the
impact of teaching methods and measurements over time on students’ satisfaction.
The analysis of the data showed no noteworthy disparities in satisfaction
scores between students in the FI and TI groups for this course content.
Notably, the findings suggested that both instructional methods significantly
influenced students' satisfaction, as FI students obtained comparable scores to
those in the TI teaching approach. In conclusion, this study has revealed
valuable interventions and perspectives for ensuring satisfaction in flipped
learning environments.
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Pages:92-95
How to cite this article:
Maria Giannousi, Nikolaos Vernadakis, Charalampos Liakos, Efthimis Kioumourtzoglou "A comparison of flipped learning versus typical learning on students' satisfaction in a new technology physical education course". International Journal of Advanced Education and Research, Vol 8, Issue 4, 2023, Pages 92-95
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