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
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 ...