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Impact of Flipped Classroom Model on...

Breitkreuz, Helen Denise.

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Impact of Flipped Classroom Model on Student Learning Outcomes for University Fitness/Wellness Learners.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Impact of Flipped Classroom Model on Student Learning Outcomes for University Fitness/Wellness Learners./
Author:	Breitkreuz, Helen Denise.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	174 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-12, Section: A.
Contained By:	Dissertations Abstracts International81-12A.
Subject:	Health education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27956217
ISBN:	9798645496357

Impact of Flipped Classroom Model on Student Learning Outcomes for University Fitness/Wellness Learners.
Breitkreuz, Helen Denise.

Impact of Flipped Classroom Model on Student Learning Outcomes for University Fitness/Wellness Learners. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 174 p.

Source: Dissertations Abstracts International, Volume: 81-12, Section: A.

Thesis (Ph.D.)--Florida Atlantic University, 2020.

This item must not be sold to any third party vendors.

The purpose of this quasi experimental, two group pretest posttest quantitative design study was to explore the influence of content delivery method for a lifetime fitness or wellness course on the impact of student learning outcomes. Also, student satisfaction of the course and instructor were examined. Specifically, two teaching methods of instruction were examined: the flipped classroom model (FCM) and the traditional lecture model (TLM). Cheng, Ritzhaupt, and Antonenko's (2019) "Effects of the Flipped Classroom Instructional Strategy on Students' Learning Outcomes: A Meta-Analysis," which looked at 55 publications between 2000 and 2016, found statistically significant results in favor of the flipped classroom instructional strategy on student learning outcomes. Therefore, it was hypothesized that the flipped classroom model would improve undergraduate students' learning outcomes of understanding of health content knowledge, physical activity level, physical fitness, and course satisfaction for a college-level lifetime fitness or wellness course as opposed to the traditional lecture class normally taught. Pretest and posttest data were collected.The data revealed that health content knowledge as evidenced by TLM pretest scores were statistically significantly higher than the FCM pretest scores. Posttest scores were not significantly different. All areas of physical activity steps, floors, miles, and calories had no significant difference from pretest to posttest or between groups. The physical fitness test of blood pressure, cardiorespiratory, upper body strength, flexibility, and body composition had no significance. Overall, the data did not show that the FCM instruction significantly improved student learning outcomes of health content knowledge, physical activity, and physical fitness as compared to the TLM instruction. No significance was found on the student satisfaction surveys of the course, except regarding satisfaction with the instructor: The TLM participants were significantly more satisfied with the instructor than the FCM participants. O'Flaherty and Phillips (2015) found that some students did not enjoy taking responsibility for their own learning in their scoping review of flipped classrooms in higher education. The flipped classroom model participants ranked the professor low in comparison to the traditional lecture participants, who ranked the professor high.

ISBN: 9798645496357Subjects--Topical Terms:

559086
Health education.
Subjects--Index Terms:

Flipped classroom

Impact of Flipped Classroom Model on Student Learning Outcomes for University Fitness/Wellness Learners.
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520 $a The purpose of this quasi experimental, two group pretest posttest quantitative design study was to explore the influence of content delivery method for a lifetime fitness or wellness course on the impact of student learning outcomes. Also, student satisfaction of the course and instructor were examined. Specifically, two teaching methods of instruction were examined: the flipped classroom model (FCM) and the traditional lecture model (TLM). Cheng, Ritzhaupt, and Antonenko's (2019) "Effects of the Flipped Classroom Instructional Strategy on Students' Learning Outcomes: A Meta-Analysis," which looked at 55 publications between 2000 and 2016, found statistically significant results in favor of the flipped classroom instructional strategy on student learning outcomes. Therefore, it was hypothesized that the flipped classroom model would improve undergraduate students' learning outcomes of understanding of health content knowledge, physical activity level, physical fitness, and course satisfaction for a college-level lifetime fitness or wellness course as opposed to the traditional lecture class normally taught. Pretest and posttest data were collected.The data revealed that health content knowledge as evidenced by TLM pretest scores were statistically significantly higher than the FCM pretest scores. Posttest scores were not significantly different. All areas of physical activity steps, floors, miles, and calories had no significant difference from pretest to posttest or between groups. The physical fitness test of blood pressure, cardiorespiratory, upper body strength, flexibility, and body composition had no significance. Overall, the data did not show that the FCM instruction significantly improved student learning outcomes of health content knowledge, physical activity, and physical fitness as compared to the TLM instruction. No significance was found on the student satisfaction surveys of the course, except regarding satisfaction with the instructor: The TLM participants were significantly more satisfied with the instructor than the FCM participants. O'Flaherty and Phillips (2015) found that some students did not enjoy taking responsibility for their own learning in their scoping review of flipped classrooms in higher education. The flipped classroom model participants ranked the professor low in comparison to the traditional lecture participants, who ranked the professor high.
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