Project Based Learning in Flipped Classroom Based on Student’s Cognitive Style
Hasnah Mohamed1, Aminabibi Saidalvi2, Nor Azneza Tashiron3
1Hasnah Mohamed, School of Education, Universiti Teknologi Malaysia.
2Aminabibi Saidalvi, Language Academy, Universiti Teknologi Malaysia.
3Nor Azneza Tashiron, School of Education, Universiti Teknologi, Malaysia.
Manuscript received on 06 May 2019 | Revised Manuscript received on 18 May 2019 | Manuscript Published on 23 May 2019 | PP: 696-700 | Volume-7 Issue-6S5 April 2019 | Retrieval Number: F11220476S519/2019©BEIESP
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: Flipped classroom and project-based learning have gained the attention of many researchers and practitioners in education. Despite proven effective empirically, very few studies have emphasized project-based learning in flipped classroom based on students’ cognitive style. Thus, the purpose of this study is to investigate the effectiveness of project-based learning in flipped classroom based on students’ cognitive style. This study adopted randomized pretest-posttest control-group quantitative research design. The instruments used in this study were Group Embedded Figure Test (GEFT), Pretest and Posttest. A total of 72 students were involved in this study. Data were analyzed by percentage, mean, and correlation of Eta. The findings show that the majority of Year 5 students have Field Independent (FI) cognitive style. Pretest and posttest analysis show project-based learning approach in flipped classroom can help improve students’ achievement in Mathematics and benefit both Field Independent and Field Dependent students.
Keywords: Flipped Classroom, Project based Learning, Cognitive Styles, Field Independent (FI), Field Dependent(FD), Group Embedded Figure Test (GEFT).
Scope of the Article: Smart Learning and Innovative Education Systems