Flipped learning and smartphones : their impact on students’ achievement and performance

Abstract EN

The study aimed at figuring out the impact of corporate implication of flipped and mobile learning supported by smartphones on undergraduate class students’ performance.

It focused on three lower cognitive achievement levels in Bloom’s taxonomy that include remembering, understanding and comprehension, and application that target undergraduate class teachers in the Faculty of Educational Science and Arts (FESA) in Amman, Jordan.

Additionally, the study aims at investigating the undergraduate class teacher students' perceptions of learning and teaching experiences that they gain from this implication.

The sample of the study includes students involved in two classes of the course of design and production of instructional aid, one of the classes was randomly selected as an experimental group(n=31) student and the other as a control group (n=29) students.

The experimental group was taught based on the flipped-smartphones mediated learning while the control group was taught based on the conventional methods of teaching.

A test was employed to measure both classes’ achievement in remembering and understanding while a rubric was used to evaluate the quality of their projects and measure their ability in applying the knowledge they have gained.

The results revealed a significant impact of the flipped-smartphones mediated learning on the undergraduate class students' achievement in remembering and applying the knowledge while there was no significant impact on the undergraduate class teacher student's achievement regarding the understanding level.

Interviewing the targeted sample revealed that they consider this strategy a better experience than the conventional method.