The effectiveness of the flipped classroom on creative thinking skills, creative self-efficacy, and academic achievement for Psychology Department students at the Faculty of Education, Damanhour University, and its effect on their attitudes towards generalizing distance learning

Document Type : Original Article

Author

damanhour university-faculty of education-educational psychology department

Abstract

The current study aimed to study the effect of using a flipped classroom on academic achievement, creative thinking skills, and the creative self- efficacy, and to investigate the impact of its use on students' satisfaction and their attitudes towards generalizing distance learning.
The creative thinking test and the translated creative self-efficacy measurement were applied after verifying their validity on a sample of (50) male and female students enrolled in the fourth year from Psychology Department at the Faculty of Education, Damanhour University. They were divided into two equal groups, then the vocational psychology course was taught for both of them, but with the application of the Experimental treatment on the Experimental group only; After completing the target part, they were assigned an activity evaluated by experts to assess the degree of their innovation in it, and then the tools including both of “the achievement test, the creative thinking test, the creative self-efficacy measurement, the course evaluation form, and the questionnaire of attitudes towards generalizing distance learning” were applied to both groups
The results revealed that the use of partially active flipped classroom had a positive effect on learning outcomes, especially on the higher levels; it was also a supportive context for students' creative thinking skills, which were confirmed by experts ’assessments of their innovative work on the task they were assigned to. It also improved their beliefs about their skills “creative self-efficacy," and increased their attitudes towards generalizing distance learning..

Keywords

Main Subjects


  1. Abbott, D. (2010). “Constructing a creative self-efficacy inventory: A mixed methods inquiry”. Unpublished doctoral dissertation, Nebraska University, USA.
  2. Albert, M. & Beatty,B.J.(2014).” Flipping the classroom applications to curriculum redesign for an introduction to management course: Impact on grades”. Journal of education for business. 89(8), 419–424.https://doi.org/10.1080/08832323.2014.929559
  3. Al-Qatawneh, S., Eltahir, M. E., & Alsalhi, N. R. (2019).” The effect of blended learning on the achievement of HDE students in the methods of teaching Arabic language course and their attitudes towards its use at Ajman University: A case study”. Education and Information Technologies, 25, (2),1-27.https://doi.org/10.1007/s10639-019-10046-w.
  4. Alsalhi, N. R., Eltahir, M. E., & Al-Qatawneh, S. S. (2019). “The effect of blended learning on the achievement of ninth grade students in science and their attitudes towards its use”. Heliyon, 5(9), 1–11. https://doi.org/10.1016/j.heliyon.2019.e02424
  5. Al-Samarraie, H., Teng, B. K., Alzahrani, A. I., & Alalwan, N. (2018).” E-learning continuance satisfaction in higher education: a unified perspective from instructors and students”. Studies in Higher Education, 43(11), 2003–2019.https://doi.org/10.1080/03075079.2017.1298088.
  6. AlSarhan, K., AlZboon, S., Olimat, K., & Al-Zboon, M. (2013).” Features of Computerized Educational Games in Sciences of the Elementary Phase in Jordan from the Point of View of Specialists in Teaching Science and Computer Subjects”. Education, 133(3), 247–260.
  7. Alzoubi, A. M., Al Qudah, M. F., Albursan, I. S., Bakhiet, S. F., & Abduljabbar, A. S. (2016). “The Effect of Creative Thinking Education in Enhancing Creative Self-Efficacy and Cognitive Motivation”. Journal of Educational and Developmental Psychology, 6(1), 117–130.  https://doi.org/10.5539/jedp.v6n1p117
  8. Anderson, W., & Krathwohl, D. R. (2001). “A taxonomy for learning, teaching, and assessing: A revision of Bloom’s educational objectives”. NY, Longamn.
  9. Atmojo, I. R. W., & Sajidan. (2020). “Effectiveness of CEL-badis learning model on students’ creative-thinking skills: Case on the topic of simple food biotechnology”. International Journal of Instruction, 13(3), 329–341.https://doi.org/10.29333/iji.2020.13323a
  10. Bandura, A.( 1977). "Self-efficacy: Toward a Unifying Theory of Behavioural Change", Psychological Review, 84, 191-215.
  11. Bandura, A.( 1997). “Self-efficacy: The exercise of control”. New York, Freeman.
  12. Beghetto, R. (2006). “Creative self-efficacy: Correlates in middle and secondary students”. Creativity Research Journal, 18(4), 447-457.http://dx.doi.org/10.1207/s15326934crj1804_4
  13. Bergman, J. & Sams, A. (2012). “Flip Your Classroom: Reaching Every Student in Every Class Every Day”. (1st Ed.), International Society for Technology in Education.
  14. Biggs (1999).” Teaching for quality learning at University”. First edition, Open University Press, Buckingham, UK.
  15. Blanco,A., Nuñez,M.,Gene,O& Medina,J.(2017).” Micro flip teaching – An innovative model to promote the active involvement of students”. Comput. Hum. Behav. 72, 713–723.. https://doi.org/10.1016/j.chb.2016.07.060
  16. Borchardt,J.,& Bozer,H.A.(2017).” Psychology course redesign: an interactive approach to learning in a micro-flipped classroom “.Smart Learning Environments,4(10),1-9.
  17. Brame, C. (2013). “Flipping the classroom”. Vanderbilt University Center for Teaching. http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/.
  18. Brockhus, S,  van der Kolk , T.E, Koeman ,B& Badke-Schaub,P.G.(2014).”The Influence of Creative Self –Efficacy On Creative Performance”.International Design Conference-Design,19(22),1-8.
  19. Brooks, A. W. (2014). “Information literacy and the flipped classroom: Examining the impact of a one-shot flipped class on student learning and perceptions. Communications in Information Literacy, 8(2),225–235.
  20. Cabı, E. (2018). “The Impact of the Flipped Classroom Model on Students’ Academic Achievement”. International Review of Research in Open and Distance Learning, 19(3), 1–13.
  21. Chang, S. C., & Hwang, G. J. (2018). “Impacts of an augmented reality-based flipped learning guiding approach on students’ scientific project performance and perceptions”. Computers and Education, 125, 226–239.https://doi.org/10.1016/j.compedu.2018.06.007
  22. Chen, C. & Jones, K. (2007). “Blended learning vs.traditional classroom settings: Assessing effectiveness and student Perceptions in an MBA Accounting Course”. Journal of Educators Online, 4(1) .  https://eric.ed.gov/?id=EJ907743
  23. Chin, Y. (2013). “The relationship between undergraduate students’ creative self efficacy, creative ability and career self-management”.International Journal of Academic Research in Progressive Education and Development,2(2),181-193.
  24. Chua, J. S. M., & Lateef, F. A. (2014).The flipped classroom: viewpoints in Asian universities”. Education in MedicineJournal,6(4), 20–26.
  25. Chuang, C., Shiu, S., & Cheng, C. (2010). “The relation of college students’ process of study and creativity: The mediating effect of creative self-efficacy”. World Academy of Science, Engineering and Technology, 67, 960-963.
  26. Couch, A. C.. (2014). “Comparison of teaching approaches and strategies : how do the use of traditional teaching and flipped classroom teaching techniques affect the attitudes and attainment of science students in an international school in Hong Kong?”. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR.http://dx.doi.org/10.5353/th_b5396412
  27. Deci, E. L., & Ryan, R. M. (2012). “Motivation, personality, and development within embedded social contexts: An overview of self-determination theory. In R. M. Ryan (Ed.), Oxford handbook of human motivation ( 85-107). Oxford, UK: Oxford University Press.
  28. Dziuban, C., Graham, C. R., Moskal, P. D., Norberg, A., & Sicilia, N. (2018). “Blended learning: the new normal and emerging technologies”. International Journal of Educational Technology in Higher Education, 15(3), 1–11.https://doi.org/10.1186/s41239-017-0087-5
  29. El Omari, A.,& Ayasrah, M., & Al-Jabali, A. M. (2016).” The Effect of Blended Learning Based Training Program on Developing Creative Thinking among Talented Students at King Abdullah II Schools for Distinction”. Journal of Educational and Social Research, 6(3), 13–22. https://doi.org/10.5901/jesr.2016.v6n3p13
  30. Eshaluce,M., Blanco,A., Alves,G.(2017).” Technology behaviors in education innovation”. Comput. Hum. Behav. 72,596–598.https://doi.org/10.1016/j.chb.2016.11.049
  31. Fielden Burns, L. V., Rico, M., & Naranjo, M. J. (2020). “Flipped Classrooms”. Diacrítica, 34(1), 336–354. https://doi.org/10.21814/diacritica.286
  32. Fleischmann, K. (2020). “Hands-on versus virtual: Reshaping the design classroom with blended learning”. Arts and Humanities in Higher Education, 19(4), 337–446.https://doi.org/10.1177/1474022220906393
  33. Ford, M. (1996).” A theory of individual creative action in multiple social domains”. Academy of Management Review, 21(4), 1112-1142.
  34. García-Peñalvo F.J., Fidalgo-Blanco Á., Sein-Echaluce M.L., Conde M.Á. (2016)” Cooperative micro flip teaching”. Learning and Collaboration Technologies, 9753, 14–24. https://doi.org/10.1007/978-3-319-39483-1_2
  35. Garrison, D. R. & Vaughan, N. D. (2008). “Blended Learning in Higher Education: Framework, Principles,and Guideline”. Jossey-Bass, San Francisco.
  36. Gong, Y., Huang, J., & Farh, J. (2009). “Employee learning orientation, transformational leadership, and employee creativity: The mediating role of employee creative self-efficacy”. Academy of Management Journal, 52(4), 765-778.http://dx.doi.org/10.5465/AMJ.2009.43670890
  37. Guilford, J. P.(1956). "The Structure of Intellect”.Psychological Bulletin.
  38. Guri-Rosenblit, S. (2018). “E-teaching in higher education: An essential prerequisite for e-learning”. Journal of New Approaches in Educational Research, 7(2), 93–97.https://doi.org/10.7821/naer.2018.7.298
  39. Halasa, S., Abusalim, N., Rayyan, M., Constantino, R. E., Nassar, O., Amre, H., Sharab, M., & Qadri, I. (2020). “Comparing student achievement in traditional learning with a combination of blended and flipped learning”. Nursing Open, 7(4), 1129–1138.https://doi.org/10.1002/nop2.492
  40. Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K. M. (2013). “A review of flipped learning” .https://www.researchgate.net/publication/338804273_Review_of_Flipped_Learning
  41. Hammond, M. M., Neff, N. L., Farr, J. L., Schwall, A. R., & Zhao, X. (2011). “Predictors of individual level innovation at work: A meta-analysis”. Psychology of Aesthetics Creativity and the Arts, 5(1),90–105.
  42. Herreid, C. F., & Schiller, N. A. (2013). “Case studies and the flipped classroom”. J Coll Sci Teach, National Science Teachers Association, 42(5), 62–66.
  43. Hsu, M., Sheng, H., & Hsueh, F. (2011). “Creative self-efficacy and innovative behavior in a service setting: Optimism as a moderator”. Journal of Creative Behavior, 45(4), 258-272.https://onlinelibrary.wiley.com/doi/abs/10.1002/j.2162-6057.2011.tb01430.x.
  44. Ileighanne, L. (2013). “Isn’t the flipped classroom just blended learning?” @ https://ileighanne.wordpress.com/2013/01/24/isnt-the-flipped-classroom-just-blended-learning/.
  45. Karpova, E., Marcketti, S., & Barker, J. (2011). “The efficacy of teaching creativity: Assessment of student creative thinking before and after exercises”. Clothing and Textiles Research Journal, 29(1), 52-66.http://dx.doi.org/10.1177/0887302X11400065
  46. Kelley, D.(2012). "How to build your creative confidence", TED.https://sloanreview.mit.edu/article/how-to-build-your-creative-confidence/
  47. Kennedy, G. E., Judd, T. S., Churchward, A., Gray, K.,& Krause, K. (2008).” First year students' experiences with technology: Are they really digital natives?” Australasian Journal of Educational Technology, 24(1), 108–122.
  48. Keshta,S.A.& Harb,I.I.(2013).” The effectiveness of a blended learning program on developing Palestinian tenth graders' English writing skills”. Education Journal, 2(6): 208-221.
  49. Kim, K.H.(2017). “The creativity challenge: how we can recapture American innovation”. Amherst: Prometheus Books.
  50. Krathwohl, D. R. (2002). “A revision of Bloom’s taxonomy: an overview”. Theory Practice, 41(4), 212–218.
  51. Lee,Y.K.&Lai,Ch.Y.(2017). “Facilitating higher-order thinking with the flipped classroom model: a student teacher’s experience in a Hong Kong secondary school”. Research and Practice in Technology Enhanced Learning,12(8),1-14.
  52. Leung, L. L. (2013). “An inquiry of teachers’ perception on the relationship between higher-order thinking nurturing and liberal studies public assessment in Hong Kong. Teachers”. Centre Journal, 12, 183–215.
  53. Li, X., Yang, Y., Chu, S. K. W., Zainuddin, Z., & Zhang, Y. (2020). “Applying blended synchronous teaching and learning for flexible learning in higher education: an action research study at a university in Hong Kong”. Asia Pacific Journal of Education, 2(1), 1–17. https://doi.org/10.1080/02188791.2020.1766417
  54. Liu, C., & Wu, J. (2011). “The structural relationships between optimism and innovative behavior: Understanding potential antecedents and mediating effects”. Creativity Research Journal, 23(2), 119-128.http://dx.doi.org/10.1080/10400419.2011.571184
  55. Liu,M.(1998).”The Effect of Hypermedia Authoring on Elementary School Students Creative Thinking” ,Journal of Education Computing Research,19(1),27-51.
  56. Lo, K. (2016). “Hong Kong slips to new low in international ranking for student performance in science”. https://www.scmp.com/news/hong-kong/education-community/article/2052285/hong-kong-slips-new-low-international-ranking
  57. Maskur, R., Rahmawati, Y.S, Pradana, K., Syazali, M., Septian, A., & Palupi, E. K. (2020). “The effectiveness of problem based learning and aptitude treatment interaction in improving mathematical creative thinking skills on curriculum 2013”. European Journal of Educational Research, 9(1), 375–383.https://doi.org/10.12973/eu-jer.9.1.375
  58. Mathisen, G. E., & Bronnick, K. S. (2009). “Creative self-efficacy: An intervention study”. International Journal of Educational Research, 48(1), 21–29.http://dx.doi.org/10.1016/j.ijer.2009.02.009
  59. Meskhi, B., Ponomareva, S., & Ugnich, E. (2019). “E-learning in higher inclusive education: needs, opportunities and limitations”. International Journal of Educational Management, 33(3), 12–25.  https://doi.org/10.1108/IJEM-09-2018-0282
  60. Meyers,K.L.(2016).” A course to promote informed selection of an engineering major using a partially flipped classroom model”.J. STEM Educ.: Innov. Res., 17(3), 14–21 .
  61. Miller, A. (2012). “5 Best Practices for the Flipped Classroom: Flipping is Only a Start.Edutopia”. https://www.edutopia.org/blog/flipped-classroom-best-practices-andrew-miller
  62. Murray, D., Koziniec, T. & McGill, T. (2015). “Student Perceptions of Flipped Learning”. Proceedings of the 17th Australasian Computer Education Conference https://scholar.google.com.eg/scholar?q=Student+Perceptions+of+Flipped+Learning&hl=ar&as_sdt=0&as_vis=1&oi=scholart .
  63. Nederveld, A., & Berge, Z. L. (2015). “Flipped learning in the workplace”. J Work Learn, 27(2), 162–172.
  64. Nedeva,V., Dineva,S., Ducheva,Z.(2019).”Students In Blended Learning By Flipped Classroom Approach” Information Technologies and Learning Tools,72(4),2-11.
  65. Ng, A. W. Y., & Lee, C.-Y. (2019).” Assessment of Creative Thinking of Hong Kong Undergraduate Students Using the Torrance Tests of Creative Thinking”. 5th International Conference on Higher Education Advances, 1–8.https://doi.org/10.4995/head19.2019.9051
  66. Nielsen, L. (2012). “Five Reasons I’m Not Flipping Over the Flipped Classroom”.Technology & Learning, 32(10), 4 -6.
  67. Orhan, F. (2007). “Applying self regulated strategies in a blended learning instruction”. World applied science journal, 2(4), 390-398.
  68. Ozomatli, F. & Asiksoy, G.(2016).” Flipped classroom approach”. World Journal on Educational Technology:Current Issues,8 (2), 98-105.
  69. Raja, R., & Nagasubramani, P. C. (2018). “Impact of modern technology in education”. Journal of Applied and Advanced Research, 3(1), 33–35.https://doi.org/10.21839/jaar.2018.v3is1.165
  70. Ralph, M. (2018). “Making Your Flipped Classroom More Human”. Edutopia.https://www.edutopia.org/article/making-your-flipped-classroom-more-human
  71. Ratliff, V. ( 2009). “Are college students prepared for a technology-rich learning environment?” Journal of Online Learning and Teaching, 5(4), 698-702
  72. Ryan, R. M. & Deci, E. L. (2017).” Self-determination theory: Basic psychological needs in motivation, development, and wellness”. New York: Guilford Publishing.
  73. Selvy, Y., Ikhsan, M., Johar, R., & Saminan. (2020). “Improving students’ mathematical creative thinking and motivation through GeoGebra assisted problem based learning”. Journal of Physics: Conference Series,1460, 1–9.https://doi.org/10.1088/1742-6596/1460/1/012004
  74. Shimamoto, D. (2012).” Implementing a Flippped Classroom: An Instructional Module”. Powerpoint presented at the Technology, Colleges, and Community Worldwide Online Conference.
  75. Singh, P. (2020).” Blended learning system”. Test Engineering and Management, 13(2), 15–28.
  76. Tabieh, S.A., Hileh, M., & Al-Shakea, M.H. (2020).”  Blended And Flipped Learning: Entrepreneurial Teaching Strategies For Acquiring Creative Thinking Skills “. Humanities & Social Sciences Reviews, 8 (4), 745-754.https://doi.org/10.18510/hssr.2020.8474.
  77. Tierney, P. & Farmer S.(2002). "Creative Self-efficacy: Its potential antecedents and relationship to creative performance". Academy of Management Journal, 45(6), 1137-1148.
  78. Tierney, P., & Farmer, S. M. (2011). “Creative self-efficacy development and creative performance over time”. Journal of Applied Psychology, 96(2), 277–293.http://dx.doi.org/10.1037/a0020952
  79. Torrance, E. P.(1979). "The Search for Satori and creativity Great Neck” . NewYork,Creative Sqnergetics Associates.
  80. Torrance, P. (1987). “Teaching for creativity”. In S. Isakan (Ed.), frontiers of creativity research. Beyond the basic (189-215). Buffalo, NY: Bearly Limited.
  81. Tsai,S.,& Machado,P.(2019).” Active Flip: Re-flipping the Flipped Classroom”1-8.@https://www.researchgate.net/publication/334233309_Active_Flip_Re-flipping_the_Flipped_Classroom
  82. Ümit Yapici, I., & Akbayin, H. (2012). “The effect of blended learning model on high school students’ biology achievement and on their attitudes towards the internet”. Turkish Online Journal of Educational Technology, 11(2), 228–237.
  83. Waldrop, J. B. & Bowden, M. A. (2015). “Best Practices for Flipping the College Classroom”, NewYork, Routledge.
  84. Westermann,E.(2014).” A half-flipped classroom or an alternative approach? Primary sources and blended learning”. Educ. Res.Q., 38(2), 43–57 . https://eric.ed.gov/?id=EJ1061950
  85. Yu, C. (2013). “The relationship between undergraduate students’ creative self-efficacy, creative ability and career self-management”. International Journal of AcademicResearch in Progressive Education and Development, 2(2), 181-193.
  86. Zainuddin, Z., & Halili, S. (2016). “Flipped classroom research and trends from different fields of study”. The International Review of Research in Open and Distributed Learning, 17(3). doi: http://dx.doi.org/10.19173/irrodl.v17i3.2274

26.  Colangelo, N., & Davis, G. (2003).” Handbook of Gifted Education” 3rd. Allyn & Bacon @ https://www.amazon.com/Nicholas-Colangelo-Handbook-Gifted-Education/dp/B008UB5U74