A Study of Learning Strategies in a Flipped Class Based on Logistic Regression Analysis
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The purpose of this study is to analyze the characteristics of learning strategies of students participating in a flipped English class and to investigate ways to utilize them effectively. To investigate this, questionnaires from 80 students who participated in the flipped class and 80 students in a control group were analyzed. Based on the collected data, an exploratory factor analysis was conducted and four characteristic learning strategies (inducement, reaction, diffusion and application) were extracted. In addition, a logistic regression analysis was carried out, assigning the four strategies to independent variables and class type to a dependent variable. The logistic regression analysis showed that the four learning strategies extracted classified the students accurately around 65% of the time. In particular, diffusion and application strategies were found to be meaningful learning strategies for the students who participated in the flipped class. These results suggest that in order to increase the effectiveness of flipped classes, it is important for the teacher to develop materials that students can actively respond to and share, to provide ample feedback, and to give students creative assignments and projects.
Abstract
The purpose of this study is to analyze the characteristics of learning strategies of students participating in a flipped English class and to investigate ways to utilize them effectively. To investigate this, questionnaires from 80 students who participated in the flipped class and 80 students in a control group were analyzed. Based on the collected data, an exploratory factor analysis was conducted and four characteristic learning strategies (inducement, reaction, diffusion and application) were extracted. In addition, a logistic regression analysis was carried out, assigning the four strategies to independent variables and class type to a dependent variable. The logistic regression analysis showed that the four learning strategies extracted classified the students accurately around 65% of the time. In particular, diffusion and application strategies were found to be meaningful learning strategies for the students who participated in the flipped class. These results suggest that in order to increase the effectiveness of flipped classes, it is important for the teacher to develop materials that students can actively respond to and share, to provide ample feedback, and to give students creative assignments and projects.
참고문헌 (28)
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