Effectiveness of Flipped Classroom Teaching Activities on Learning Achievement of Second-Year Teacher Students in Vocational Colleges

Abstract

             The purposes of this study were to compare: 1) students' learning achievement in the Primary Classroom Management course before and after using the traditional teaching method, 2) students’ learning achievement in the Primary Classroom Management course before and after using the flipped classroom teaching activities and 3) post learning achievement between students taught through the flipped classroom teaching activities and learning through the traditional teaching method.

             The sample group of this study consisted of 100 second-year students majoring in Primary Education at Guangxi Modern Polytechnic College during the first semester of academic year 2025. The samples were selected using cluster random sampling and divided into an experimental group and a control group, with 50 students in each group. The research instruments included learning management plans based on the flipped classroom teaching activities and the traditional teaching method, as well as a primary classroom management test used as a pretest and posttest to measure learning achievement.

             The results of the study revealed that: 1) students' learning achievement after instruction using the traditional teaching method was significantly higher than before instruction at the .01 level, 2) students’  learning achievement after instruction using the flipped classroom teaching activities was significantly higher than before instruction at the .01 level and 3) students who learned through the flipped classroom teaching activities achieved significantly higher post learning achievement than those who learned through the traditional teaching method at the .01 level.