Assessing the Influence of the Flipped Classroom on Physical Education Students’ Engagement in Basketball Learning Activities
DOI:
https://doi.org/10.17309/tmfv.2024.4.01Keywords:
flipped, physical education, student engagement, basketball, learning activitiesAbstract
Background. The flipped classroom approach has been gaining increasing attention across various educational domains, including physical education. Recent research has underscored the necessity for innovative strategies to enhance student engagement in physical education, particularly in basketball instruction.
Objectives. This study aimed to investigate the influence of the flipped classroom approach on student engagement in Basketball instruction within the Physical Education, Health, and Recreation program at the University level.
Materials and methods. The research method involved an experimental design using the static group comparison approach, where 62 students enrolled in physical education were divided into experimental and control groups. The experimental group received instruction through the flipped classroom approach, while the control group underwent conventional instruction, with the intervention lasting for seven weeks. A comprehensive engagement scale questionnaire was used as the research instrument. Data analysis techniques included descriptive analysis and independent samples t-test.
Results. The research findings revealed significantly higher levels of engagement in the agentic, behavioral, emotional, and cognitive dimensions among students in the flipped classroom group compared to those in the conventional classroom group. This indicates that the flipped classroom approach has a considerable effect on student engagement in basketball instruction.
Conclusions. The study’s results have confirmed the effectiveness of the innovative pedagogical strategy of the flipped classroom in fostering meaningful learning experiences and motivating students within the context of physical education.
Downloads
References
Ribeiro-Silva, E., Amorim, C., Aparicio-Herguedas, J. L., & Batista, P. (2022). Trends of Active Learning in Higher Education and Students’ Well-Being: A Literature Review. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.844236 DOI: https://doi.org/10.3389/fpsyg.2022.844236
McGrath, D., Groessler, A., Fink, E., Reidsema, C., & Kavanagh, L. (2017). Technology in the Flipped Classroom. In The Flipped Classroom (pp. 37–56). Springer Singapore. https://doi.org/10.1007/978-981-10-3413-8_3 DOI: https://doi.org/10.1007/978-981-10-3413-8_3
Cheng, L., Ritzhaupt, A. D., & Antonenko, P. (2019). Effects of the flipped classroom instructional strategy on students’ learning outcomes: a meta-analysis. Educational Technology Research and Development, 67(4), 793-824. https://doi.org/10.1007/s11423-018-9633-7 DOI: https://doi.org/10.1007/s11423-018-9633-7
Gallardo-Guerrero, A.-M., Maciá-Andreu, M.-J., Conde-Pascual, E., Sánchez-Sáez, J.-A., Zurita-Ortiz, B., & García-Tascón, M. (2022). From Flipped Classroom to Personalised Learning as an Innovative Teaching Methodology in the Area of Sports Management in Physical Activity and Sport Sciences. Sustainability, 14(13), 7714. https://doi.org/10.3390/su14137714 DOI: https://doi.org/10.3390/su14137714
Li, J., & Xue, E. (2023). Dynamic Interaction between Student Learning Behaviour and Learning Environment: Meta-Analysis of Student Engagement and Its Influencing Factors. Behavioral Sciences, 13(1), 59. https://doi.org/10.3390/bs13010059 DOI: https://doi.org/10.3390/bs13010059
Tani, M., Gheith, M. H., & Papaluca, O. (2021). Drivers of student engagement in higher education: a behavioral reasoning theory perspective. Higher Education, 82(3), 499–518. https://doi.org/10.1007/s10734-020-00647-7 DOI: https://doi.org/10.1007/s10734-020-00647-7
Xerri, M. J., Radford, K., & Shacklock, K. (2018). Student engagement in academic activities: a social support perspective. Higher Education, 75(4), 589-605. https://doi.org/10.1007/s10734-017-0162-9 DOI: https://doi.org/10.1007/s10734-017-0162-9
Al-Abdullatif, A. M., & Gameil, A. A. (2021). The Effect of Digital Technology Integration on Students’ Academic Performance through Project-Based Learning in an E-learning Environment. International Journal of Emerging Technologies in Learning (IJET), 16(11), 189. https://doi.org/10.3991/ijet.v16i11.19421 DOI: https://doi.org/10.3991/ijet.v16i11.19421
Maseleno, A., Huda, M., Mat Teh, K. S., Don, A. G., Basiron, B., Jasmi, K. A., Mustari, M. I., Nasir, B. M., & Ahmad, R. (2018). Understanding Modern Learning Environment (MLE) in Big Data Era. International Journal of Emerging Technologies in Learning (IJET), 13(05), 71. https://doi.org/10.3991/ijet.v13i05.8042 DOI: https://doi.org/10.3991/ijet.v13i05.8042
Amna Saleem, Huma Kausar, & Farah Deeba. (2021). Social Constructivism: A New Paradigm in Teaching and Learning Environment. Perennial Journal of History, 2(2), 403-421. https://doi.org/10.52700/pjh.v2i2.86 DOI: https://doi.org/10.52700/pjh.v2i2.86
Makewa, L. N. (2019). Constructivism Theory in Technology-Based Learning (pp. 268-287). https://doi.org/10.4018/978-1-5225-5915-3.ch015 DOI: https://doi.org/10.4018/978-1-5225-5915-3.ch015
Bergström, P., Rönnlund, M., & Tieva, Å. (2023). Making the Transition from Teacher-Centered Teaching to Students’ Active Learning: Developing Transformative Agency. In Creating Dynamic Places for Learning (pp. 99-115). Springer Nature Singapore. https://doi.org/10.1007/978-981-19-8749-6_6 DOI: https://doi.org/10.1007/978-981-19-8749-6_6
Elmaadaway, M. A. N. (2018). The effects of a flipped classroom approach on class engagement and skill performance in a Blackboard course. British Journal of Educational Technology, 49(3), 479-491. https://doi.org/10.1111/bjet.12553 DOI: https://doi.org/10.1111/bjet.12553
Steen-Utheim, A. T., & Foldnes, N. (2018). A qualitative investigation of student engagement in a flipped classroom. Teaching in Higher Education, 23(3), 307-324. https://doi.org/10.1080/13562517.2017.1379481 DOI: https://doi.org/10.1080/13562517.2017.1379481
O’Donnell, M. A., Reeve, J., & Smith, K. J. (2011). Educational psychology: Reflection for action (Third Edition). Jhon Wiley & Sons.
Reeve, J. (2012). A Self-determination Theory Perspective on Student Engagement. In Handbook of Research on Student Engagement (pp. 149–172). Springer US. https://doi.org/10.1007/978-1-4614-2018-7_7 DOI: https://doi.org/10.1007/978-1-4614-2018-7_7
Martela, F. (2020). Self‐Determination Theory. In The Wiley Encyclopedia of Personality and Individual Differences (pp. 369–373). Wiley. https://doi.org/10.1002/9781118970843.ch61 DOI: https://doi.org/10.1002/9781118970843.ch61
Uyun, M., Bahriah, Y., & Fitriani, F. (2022). Interest and learning motivation with student participation. Psikoislamedia: Jurnal Psikologi, 7(2). https://doi.org/10.22373/psikoislamedia.v7i2.13794 DOI: https://doi.org/10.22373/psikoislamedia.v7i2.13794
Huéscar Hernández, E., Andrés Fabra, J. A., & Moreno‐Murcia, J. A. (2020). Effect of autonomy support and dialogic learning on school children’s physical activity and sport. Scandinavian Journal of Psychology, 61(3), 402-409. https://doi.org/10.1111/sjop.12637 DOI: https://doi.org/10.1111/sjop.12637
Wang, Y., Tian, L., & Scott Huebner, E. (2019). Basic psychological needs satisfaction at school, behavioral school engagement, and academic achievement: Longitudinal reciprocal relations among elementary school students. Contemporary Educational Psychology, 56, 130-139. https://doi.org/10.1016/j.cedpsych.2019.01.003 DOI: https://doi.org/10.1016/j.cedpsych.2019.01.003
Reeve, J., & Tseng, C.-M. (2011). Agency as a fourth aspect of students’ engagement during learning activities. Contemporary Educational Psychology, 36(4), 257-267. https://doi.org/10.1016/j.cedpsych.2011.05.002 DOI: https://doi.org/10.1016/j.cedpsych.2011.05.002
González, C., Varela, J., Sánchez, P. A., Venegas, F., & De Tezanos-Pinto, P. (2021). Students’ Participation in School and its Relationship with Antisocial Behavior, Academic Performance and Adolescent Well-Being. Child Indicators Research, 14(1), 269-282. https://doi.org/10.1007/s12187-020-09761-5 DOI: https://doi.org/10.1007/s12187-020-09761-5
Amerstorfer, C. M., & Freiin von Münster-Kistner, C. (2021). Student Perceptions of Academic Engagement and Student-Teacher Relationships in Problem-Based Learning. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.713057 DOI: https://doi.org/10.3389/fpsyg.2021.713057
Cavinato, A. G., Hunter, R. A., Ott, L. S., & Robinson, J. K. (2021). Promoting student interaction, engagement, and success in an online environment. Analytical and Bioanalytical Chemistry, 413(6), 1513-1520. https://doi.org/10.1007/s00216-021-03178-x DOI: https://doi.org/10.1007/s00216-021-03178-x
Digout, J., & Samra, H. El. (2023). Interactivity and Engagement Tactics and Tools. In Governance in Higher Education (pp. 151-169). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-40586-0_8 DOI: https://doi.org/10.1007/978-3-031-40586-0_8
Efgivia, M. G., Adora Rinanda, R. Y., Suriyani, Hidayat, A., Maulana, I., & Budiarjo, A. (2021). Analysis of Constructivism Learning Theory: 1st UMGESHIC International Seminar on Health, Social Science and Humanities (UMGESHIC-ISHSSH 2020), Gresik, Indonesia. https://doi.org/10.2991/assehr.k.211020.032 DOI: https://doi.org/10.2991/assehr.k.211020.032
Han, S. (2022). Flipped classroom: Challenges and benefits of using social media in English language teaching and learning. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.996294 DOI: https://doi.org/10.3389/fpsyg.2022.996294
Salleh, S. M. (2022a). University Student Perceptions on the Use of Online-Based Technology in Flipped Classrooms. International Journal of Computer-Assisted Language Learning and Teaching, 12(4), 1-15. https://doi.org/10.4018/IJCALLT.310078 DOI: https://doi.org/10.4018/IJCALLT.310078
Salleh, S. M. (2022b). University Student Perceptions on the Use of Online-Based Technology in Flipped Classrooms. International Journal of Computer-Assisted Language Learning and Teaching, 12(4), 1-15. https://doi.org/10.4018/IJCALLT.310078 DOI: https://doi.org/10.4018/IJCALLT.310078
Cho, M.-H., Park, S. W., & Lee, S. (2021). Student characteristics and learning and teaching factors predicting affective and motivational outcomes in flipped college classrooms. Studies in Higher Education, 46(3), 509-522. https://doi.org/10.1080/03075079.2019.1643303 DOI: https://doi.org/10.1080/03075079.2019.1643303
Hu, T., Zhang, M., Liu, H., Liu, J., Pan, S., Guo, J., Tian, Z., & Cui, L. (2022). The influence of “small private online course + flipped classroom” teaching on physical education students’ learning motivation from the perspective of self-determination theory. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.938426 DOI: https://doi.org/10.3389/fpsyg.2022.938426
Xiu, Y., & Thompson, P. (2020). Flipped University Class: A Study of Motivation and Learning. Journal of Information Technology Education: Research, 19, 041-063. https://doi.org/10.28945/4500 DOI: https://doi.org/10.28945/4500
Zarouk, M. Y., Olivera, E., Peres, P., & Khaldi, M. (2020). The Impact of Flipped Project-Based Learning on Self-Regulation in Higher Education. International Journal of Emerging Technologies in Learning (IJET), 15(17), 127. https://doi.org/10.3991/ijet.v15i17.14135 DOI: https://doi.org/10.3991/ijet.v15i17.14135
Awidi, I. T., & Paynter, M. (2019). The impact of a flipped classroom approach on student learning experience. Computers & Education, 128, 269-283. https://doi.org/10.1016/j.compedu.2018.09.013 DOI: https://doi.org/10.1016/j.compedu.2018.09.013
Moon, S. J. (2023). The Effect of Flipped Learning on Critical Thinking Ability, Communication Ability, and Problem Solving Ability of Nursing College Students. Korean Association For Learner-Centered Curriculum And Instruction, 23(1), 157-167. https://doi.org/10.22251/jlcci.2023.23.1.157 DOI: https://doi.org/10.22251/jlcci.2023.23.1.157
Orhan, A. (2023). Comparing the Effectiveness of Online, Flipped, and In-Class Critical Thinking Instruction on Critical Thinking Skills and Dispositions in Higher Education: Flipped Classroom Produces the Greatest Gains. International Journal of Technology in Education, 6(2), 238-259. https://doi.org/10.46328/ijte.376 DOI: https://doi.org/10.46328/ijte.376
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Cahyo Wibowo, Yahya Eko Nopiyanto, Septian Raibowo, Bayu Insanistyo, Ipa Sari Kardi, Ibrahim, Rasyono, Defliyanto, Ansar Cs
This work is licensed under a Creative Commons Attribution 4.0 International License.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
