This thesis aims to objectively clarify and discuss the changes in learning effects, learning attitudes and learning satisfaction of learners after experiencing flipped learning in high school English classes in effect. For the purpose of this, this study established the following research problems: Firstly, does flipped learning of English give positive influences on academic achievement? Secondly, does flipped learning of English give positive influences on learning attitudes? Thirdly, does flipped learning of English give positive influences on learning satisfaction? For achieving the objectives, this study selected 108 high school students and carried out an experiment composed of 32 sessions by dividing them into an experiment group applying flipped learning and a control group applying a teacher-led learning. Based on the collected data before and after the experiment, the analysis results can be summarized as follows:
Firstly, no significant differences of academic achievement were observed between two groups.
Secondly, there were statistically significant differences in learning attitudes between two groups. To be specific, statistically significant differences were confirmed in all subordinate areas composing learning attitudes such as attitude, practice, after-school and denial.
Thirdly, There were statistically significant differences in interest in learning between two groups, while there were significant differences in all subordinate areas such as class reaction, class understanding, problem solving, relationship and denial.
Based on the results of this study, the following implications can be proposed.
Firstly, flipped learning can lead to improvement of effects in terms of learning attitudes and interests in learning of high school students. Though this study was not able to verify significant differences in academic achievement, it is judged that noticeable differences will be observed also in long-term academic achievement considering that the mean value of the experimental group increased compared to the control group and learning attitudes and interests in learning improved with statistical significance compared to the control group.
Secondly, with financial supports for flipped learning and workshops to enhance understanding of the concept of teachers, it will be required for teachers to understand and reflect on what and how to flip.
Limitations of this study can be summarized as follows:
Firstly, this study is a self-report descriptive investigation based on a questionnaire survey. Therefore, this encounters limitations to explain the entire population.
Secondly, this study complied with objective procedures based on the collected quantitative data to confirm significance. Therefore, it is inevitable to have limitations in interpreting experience and understanding of each respondent.
Thirdly, this study is exposed to limitations of generalization of research results, because the object of research is oriented to only specific regions and schools as well as students, who participated in relatively short-term classes.
Furthermore, this study presented the following proposals for follow-up studies.
Firstly, the research design adopted in this study lies in simple comparison of mean differences between the experimental group and the control group before and after the experiment. The relevant follow-up studies will require regarding background variables of respondents as independent variables and changes of dependent variables. On the other hand, future studies will need to attempt to confirm how related independent variables in many forms give relative influences on dependent variables predicting changes of learners such as learning, emotions and psychology. Moreover, it will be vital for follow-up studies to approach a mediation analysis to verify indirect effects among variables. It is expected that this trial will develop discussions allowing more structural discernment of flipped learning effects.
Secondly, this study was conducted according to objectivism-based quantitative research tradition. Follow-up studies will be required to carry out interviews and observations of teachers and students participating in flipped class to approach in-depth technology regarding the world of their awareness and experience.