翻轉教室對師資生教育心理學課程學習投入與學習成就影響之研究

An Investigation into the Effects of Flipped Classrooms on Learning Engagement and Academic Achievement in Educational Psychology Courses for Preservice Teachers

黃寶園
Bao-Yuan Huang

Doi：10.6925/SCJ.202501_21(1).0003


所屬期刊： 第21卷第1期 主編：國立暨南國際大學教育學院學士班教授兼副校長
楊洲松
系統編號： vol080_03
主題： 課程與教學
出版年份： 2025
作者： 黃寶園
作者(英文)： Bao-Yuan Huang
論文名稱： 翻轉教室對師資生教育心理學課程學習投入與學習成就影響之研究
論文名稱(英文)： An Investigation into the Effects of Flipped Classrooms on Learning Engagement and Academic Achievement in Educational Psychology Courses for Preservice Teachers
共同作者：
最高學歷：
校院名稱：
系所名稱：
語文別： 中文
論文頁數： 36
中文關鍵字： 翻轉教室；學習投入；學習成就
英文關鍵字： flipped classroom；learning engagement；learning achievement
服務單位： 國立臺中教育大學教育學系教授
稿件字數： 23198
作者專長：
投稿日期： 2024/8/28
論文下載： pdf檔案icon
摘要(中文)： 本研究旨在分析翻轉教室對師資生教育心理學課程學習投入、學習成就及學習穩定性的影響。本研究採準實驗設計，以某大學112-1學期修習師資生教育心理學課程學生48人為實驗組，實施翻轉教室，共實施16週，每週課程結束前實施10題之即時評量；以112-2學期修課學生38人為對照組，以講述教學進行授課。二組學生均施予本研究自編之大學生學習投入量表及教育心理學期中與期末測驗。最後以單因子共變數分析、獨立樣本t檢定、相依樣本變異數分析等方法進行資料分析。結果顯示，實驗組在整體學習投入及認知、情感、行為等三向度之投入程度均顯著高於對照組；實驗組於期中與期末測驗上的分數也均顯著優於對照組，由此可見翻轉教室對師資生教育心理學的學習投入與學習成就均有正向效果；實驗組各週之即時評量分數之間則具有部分的穩定度。藉由本研究結果，可供各教育工作者實施翻轉教室之參考。
摘要(英文)： This study investigates the effects of the flipped classroom instructional model on learning engagement, academic achievement, and learning stability among preservice teachers enrolled in an educational psychology course. A quasi-experimental design was employed, with 48 students enrolled in the first semester of the 2023 academic year assigned to the experimental group, which received instruction through a flipped classroom approach over a 16-week period. Each session concluded with a set of 10 real-time assessment questions. The control group comprised 38 students enrolled in the second semester, who received instruction through traditional lecture-based methods. Both groups completed a researcher-developed College Student Learning Engagement Scale, as well as midterm and final assessments specific to the course content. Data were analyzed using one-way analysis of covariance (ANCOVA), independent samples t-tests, and analysis of repeated measures of variance (ANOVA). The results revealed that the experimental group demonstrated significantly higher levels of overall learning engagement, as well as greater engagement across cognitive, emotional, and behavioral dimensions, in comparison to the control group. Additionally, the experimental group achieved significantly higher scores on both the midterm and final assessments, indicating that the flipped classroom model had a positive effect on academic performance. Weekly real-time assessment scores within the experimental group also exhibited a moderate level of stability. These findings offer empirical support for the implementation of flipped classroom strategies in teacher education programs and provide practical implications for enhancing student engagement and learning outcomes in higher education settings.
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