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R.A.C. Batin1,2, D. Lipardo3, C. Peralta3
1University of Santo Tomas, Graduate School, Manila, Philippines, 2Mariano Marcos State University, Department of Physical Therapy, City of Batac, Ilocos Norte, Philippines, 3University of Santo Tomas, Department of Physical Therapy, Manila, Philippines
Background: Flipped learning, a type of blended learning, incorporates acquisition of basic principles and concepts online in an individual learning space and application of the information learned during a face-to-face, dynamic and interactive group learning space. The investigation of this teaching-learning strategy in the improvement of student learning outcomes in higher education is significant to academic institutions given the students’ different learning styles in this digital era.
Purpose: To explore the effectiveness of integrating flipped learning in developing student learning outcomes, measured by written and practical examination scores, in an undergraduate neurologic physical therapy academic setting.
Methods: The study utilized a quasi-experimental pretest-posttest study design, with the flipped classroom (FC) as the experimental group (n=25), and the traditional classroom (TC) as the control group (n=25). Fourth year physical therapy students enrolled in neurologic physical therapy were the respondents. The FC group used the university virtual learning environment (mVLE) as a platform. A pilot test was conducted prior to study implementation. Kolmogorov-Smirnov test was utilized to determine the distribution of examination scores. Data gathered were analyzed using T-test (α = 0.05) for within and between group score comparisons of written and practical examinations. Descriptive statistics was used in the readiness and survey questionnaires.
Results: A total of 50 students participated in the study with a mean age of 20.16 with male to female ratio of 1:3.54. Results showed a significant difference between pretest and posttest scores for both the FC group (p<.001; 95% CI = -9, -7) and the TC group (p<.001; 95% CI = -7, -5) with a relatively larger improvement of knowledge of the FC group. The FC group demonstrated significantly better post-test written (p=.001; 95% CI = 1, 4) and practical examination (p<.001; 95% CI = 1, 4) scores compared to the TC group. FC group participants exhibited readiness in participating in flipped classroom, agreed strongly that they achieved the learning outcomes, and were satisfied with the flipped learning approach, as shown in the post survey questionnaire.
Conclusion(s): This research revealed that flipped learning has significantly improved students’ academic performance in neurologic physical therapy, both in the acquisition of knowledge and demonstration of skills as reflected in their written and practical examination scores, respectively. These findings suggest that incorporation of this teaching-learning strategy may lead to the achievement of better student learning outcomes.
Implications: The results of this study may provide insights to academic institutions in higher education as to their conduct of classes, and may use flipped learning as an alternative teaching strategy in the development of better student learning outcomes. This approach as a viable strategy to achieve desired student outcomes presents a modification of the traditional classroom. Furthermore, the remote, online learning of flipped classroom may also be used to reduce exposure and to minimize the spread of the corona virus relevant to the current world situation.
Funding, acknowledgements: Commission on Higher Education (Philippines)
Keywords: flipped learning, blended learning, neurologic physical therapy
Topic: Education: methods of teaching & learning
Did this work require ethics approval? Yes
Institution: University of Santo Tomas
Committee: University of Santo Tomas Graduate School Ethics Review Committee
Ethics number: GS2018PN052
All authors, affiliations and abstracts have been published as submitted.
