Factors Influencing Student Learning in Geometric Optics Using Flipped Classroom Approach: A Cross-sectional Analysis of Four Cohorts

Abstract

The study has two aims: firstly, to establish what key factors influence tertiary student learning after four years of using a flipped classroom approach (FCA), and secondly, if teaching using FCA influenced conceptual understanding using the pedagogical link-making framework. Design-based research was used as methodology. Data were collected from 3rd year Bachelor of Education degree programme student cohorts (N = 476) for four years using the Student Assessment of Learning Gains (SALG) questionnaire. Data were analysed using factor analysis statistics for the quantitative part of the questionnaire, while a deductive-quantitative approach was employed in the qualitative part of the questionnaire. Findings indicate 11 key factors influencing students’ learning over four years, with assessment playing the most significant role, followed by videos, class discussions and instruction. The other key factors are the level of content, feedback provided, lecturer, after-class activities, other supporting learning materials, and guidance. These factors were interpreted using the three forms of the pedagogical link-making framework. The data indicated that each of the key factors was addressed in the three forms, showing that understanding was enhanced. The unique contribution is to establish the key factors to influence student learning using FCA and see if the key factors indicated facilitated conceptual understanding.