Share Paper: Improving students’ self-regulated learning abilities, learning performance, and science process skills through a modified flipped classroom with the use of a technology-enhanced Predict-Observe-Explain strategy

  1. Lit Hong Lee, The Education University of Hong Kong, Hong Kong
  2. Yau Yuen Yeung, The Education University of Hong Kong, Hong Kong
  3. Kwok Shing, Gary Cheng, The Education University of Hong Kong, Hong Kong
Tuesday, November 9 10:35-10:55 AM Room 3

Abstract: This quasi-experimental research investigates the effectiveness of a modified flipped classroom that integrated with a technology-enhanced Predict-Observe-Explain strategy to improve students’ self-regulated learning abilities, learning performance and science process skills in a secondary school in Hong Kong. An experimental group of modified flipped classroom (n = 63) and a control group of traditional flipped classroom (n = 61) were employed among 124 eighth graders for seven months between 2018 and 2019. Quantitative data of pre- and post-scores were measured using widely recognized instruments and a self-developed performance test. Sequential semi-structured interviews were conducted to elaborate the quantitative findings obtained from ...