Flipped Learning Feedback Questionnaire Raw Data

Published: 22-10-2020| Version 1 | DOI: 10.17632/s9gzkz4fc3.1
Contributor:
Sarpparaje M

Description

The given data set is an attempt to evaluate the effect of the flipped learning in the process of teaching and learning English at the technical institution. The participants of this research were 58 first year students upgrading their professional credentials at Mepco Schlenk Engineering College, Sivakasi.Following are the research questions that guide this study: RQ1: What kind of impact flipped classroom can produce in the process of enhancing communicative English among language learners, particularly among engineering college students? RQ2: How does the flipped approach affect students’ engagement in the learning process? RQ3: How to measure the outcome of flipped classroom approach on engineering students' attitudes and learning in technical English classroom both qualitatively and quantitatively? To address this research questions, the purpose of this study was to measure the impact of the flipped learning on the students’ outcome both quantitatively and qualitatively. Students’ feedback collected via online questionnaire to gauge their learning experiences throughout this process. The feedback questionnaire was revised by subject experts to confirm that the questions were appropriate and the statements were unambiguous, also easily comprehensible.There were five sections logically arranged to elicit student responses. The first part of the questionnaire seeking responses for RQ1 contained a 10 point Likert item. The second and third part of the questionnaire seeking responses for RQ2 and RQ3 provided a series of five-point Likert scale items. The fourth section is created to measure the overall satisfaction level of the respondents and an open-ended question is framed as the fifth section to make the students narrate the overall experience they had in the flipped learning. The reliability coefficient (Cronbach's alpha) value for the form is found to be .930 that reflects a high level of internal consistency as per the rule of thumb.The findings of this study is thus hoped to lend further support for the growing need to apply this method in ELT contexts such as validating learners’ improved grammar knowledge, listening skills, reading skills, and vocabulary. The data confirms the students’ positive responses to the research questions contributing to the overall satisfaction of the chosen method among them. It is inferred from the data that irrespective of the differences among the respondents in terms of gender, board of education at school and their native, all of them unanimously agree positively to the research questions. Thus, this data can provide indications of students’ positive perceptions of improving their communicative competency in the flipped learning method and may also establish some foundations upon which further research may be undertaken.

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With respect to data analysis methods, the quantitative data (i.e., pre and post assessment scores, 58 observation sheets of the researcher, and 58 questionnaire responses) were analysed using the SPSS V21.0 statistical software, while the qualitative data (i.e., 58 responses to the open-ended items extracted from the questionnaire) was coded based on content analysis procedures to generate possible themes pertaining to the research questions. The Kaiser-Meyer Olkin (KMO) and Bartlett's Test measure of sampling adequacy was used to examine the appropriateness of Factor Analysis to be done on the responses gathered both from the researcher’s observation and the students’ responses. T-test analysis was used to compare between students’ feedback and the researcher’s observation. Regression was done to determine the students’ overall satisfaction regarding the flipped learning method. One-Way ANOVA analysis was done to study the difference of opinions among the respondents pertaining to their gender, board of study at school and domicile. Paired sample T-test was done to determine the difference between the mean scores of pre-test and post-test.