고등학교 영어 학습에서의 거꾸로 학습(Flipped Learning)의 실험연구: 학업 성취도, 태도 및 흥미도를 중심으로
A Case Study on Flipped Learning in High School English Learning: Focusing on Achievement, Attitude and InterestinLearning
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Current study aims to investigate the changes in learning achievement, learning attitudes and learning satisfaction of learners after experiencing flipped learning in high school English classes. To do so, the study established the following research questions: 1) Does flipped learning give positive influences on academic achievement? 2) Does flipped learning give positive influences on learning attitudes? 3) Does flipped learning of English give positive influences on learning interest and satisfaction? To find the answer, we selected 108 high school students composed of 32 sessions, dividing them into an experiment group (flipped-learning) and a control group (teacher-led learning). Results showed that statistically significant differences in learning attitudes, interest, and satisfaction were observed between two groups. However, there were no statistically significant differences in academic achievement. Therefore, the following implications can be proposed. 1) Flipped learning would improve learning attitudes, interests and satisfaction in learning English among high school students and noticeable differences could be observed in long-term academic achievement as attitudes and interests.
Abstract
Current study aims to investigate the changes in learning achievement, learning attitudes and learning satisfaction of learners after experiencing flipped learning in high school English classes. To do so, the study established the following research questions: 1) Does flipped learning give positive influences on academic achievement? 2) Does flipped learning give positive influences on learning attitudes? 3) Does flipped learning of English give positive influences on learning interest and satisfaction? To find the answer, we selected 108 high school students composed of 32 sessions, dividing them into an experiment group (flipped-learning) and a control group (teacher-led learning). Results showed that statistically significant differences in learning attitudes, interest, and satisfaction were observed between two groups. However, there were no statistically significant differences in academic achievement. Therefore, the following implications can be proposed. 1) Flipped learning would improve learning attitudes, interests and satisfaction in learning English among high school students and noticeable differences could be observed in long-term academic achievement as attitudes and interests.
참고문헌 (14)
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