DOI: 10.5176/2315-4330_WNC18.89
Authors: Ke-Hsin Chueh, Chin-Mi Chen, Hsiao-Tzu Wang
Abstract:
Background. Flipped classrooms are student-centered and effective teaching approaches. Rarely study has identified the effects of this method on the satisfaction and confidence of students. Purpose. This study aimed to explore the influence of using flipped classroom on students’ confidence in the medical terminology course. Method. This study was a quasi-experimental study with a convenient sample. It was a single group pre- and post-test research design. A total of 36 students were recruited. The demographics, learning confidence, academic performance and satisfaction of the flipped classroom were evaluated during the semester. Results. The academic performance at the mid-test positively was correlated with learning confidence at the post-test (p = .033). The score of the total satisfaction of this course at the post-test positively was correlated with learning confidence at the post-test (p = .006). Conclusions. Based on results showing the rising degrees of students’ learning confidence, this study shows that it would be beneficial to teach in flipped classroom.
Keywords: flipped classroom, learning, confidence, nursing education
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