Elementary math class in face-to-face, fully online, and flipped mode: A comparative study on students’ achievement and satisfaction

Q1 Social Sciences E-Learning Pub Date : 2022-06-17 DOI:10.1177/20427530221109700

A. Kundu, Tripti Bej, G. Mondal

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引用次数: 3

Abstract

Excellent certificates are not enough to make excellent teachers rather, teaching demands constant insight, reflection, and suitable pedagogy. Determining the best pedagogical method of course delivery plagues faculty members and schools across the globe. This paper reports on an investigation and outcomes of a comparative study of three different methods of course delivery offered for the same course in an Indian elementary school before the COVID-19 pandemic. The study followed a Design-Based Research (DBR) approach. Comparisons have been made to the collected quantitative data from each teaching method-face-to-face, blended flipped, and fully online-in respect of students’ learning achievement and satisfaction. Findings revealed that participants in the face-to-face group achieved better than the rest two groups. However, students in the flipped group reported better satisfaction with the course than in the other two modes, and it happened within 8 weeks. These results offer implications for selecting the best method of course delivery for elementary mathematics even in unequipped schools, echoing an insight for practice to add effectiveness to the delivery mode.

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面对面、全在线和翻转模式下的初等数学课堂：学生成绩和满意度的比较研究

优秀的证书不足以造就优秀的教师，教学需要不断的洞察力、反思和合适的教学方法。确定最佳的课程教学方法一直困扰着全球的教职员工和学校。本文报告了新冠肺炎大流行前印度一所小学为同一门课程提供的三种不同课程提供方法的调查和比较研究结果。该研究采用了基于设计的研究（DBR）方法。在学生的学习成绩和满意度方面，对从每种教学方法中收集的定量数据进行了面对面、混合翻转和完全在线的比较。研究结果显示，面对面小组的参与者比其他两组取得了更好的成绩。然而，翻转组的学生对课程的满意度高于其他两种模式，而且这种情况发生在8周内。这些结果为选择小学数学的最佳授课方法提供了启示，即使在没有设备的学校也是如此，这与实践提高授课模式有效性的见解相呼应。

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来源期刊

E-Learning Social Sciences-Education

CiteScore

6.20

自引率

0.00%

发文量

期刊介绍： E-Learning and Digital Media is a peer-reviewed international journal directed towards the study and research of e-learning in its diverse aspects: pedagogical, curricular, sociological, economic, philosophical and political. This journal explores the ways that different disciplines and alternative approaches can shed light on the study of technically mediated education. Working at the intersection of theoretical psychology, sociology, history, politics and philosophy it poses new questions and offers new answers for research and practice related to digital technologies in education. The change of the title of the journal in 2010 from E-Learning to E-Learning and Digital Media is expressive of this new and emphatically interdisciplinary orientation, and also reflects the fact that technologically-mediated education needs to be located within the political economy and informational ecology of changing mediatic forms.