Effects Of Task-Based Video Lecture On Interaction, Engagement And Achievement In A Flipped Classroom Environment Among Accounting Students
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Date
2016-09
Authors
Md Osman, Siti Zuraidah
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Abstract
Malaysian polytechnics continue to practice a traditional learning environment, especially when teaching the Fundamentals of Accounting. Although active learning activities have been implemented, students’ seem to lack interaction and engagement and have only average achievement. Therefore, this research investigates the effects of task-based video lectures on interaction, engagement and achievement in a flipped classroom environment among accounting students’. The cognitive theory of multimedia learning (CTML) and algo-heuristic Theory (AHT) of student learning provide a comprehensive theoretical framework. A quasi-experimental design incorporating pre-test and post-test (achievement) and post-test only (interaction and engagement) instruments with an overall 0.924 reliability value were used with a sample of 140 students’ at a Malaysian Northern Peninsular polytechnic institution. Students’ were divided into two groups, task-based and non task-based video lectures. The students’ watched the video lecture in their free time in a computer lab and then attended the class with active learning activities. In the flipped teaching and learning process, students’ completed the pre-test before watching the video lecture, then took the post-test before in-class activities began, and finally filled out a questionnaire on students’ interaction and engagement. The descriptive data was analysed, and an analysis of covariance (ANCOVA) revealed significant effects on achievement between task-based and non task-based video
lecture groups F(1,135)= 14.65, p=0.00; p<0.05. This effects suggests that the task-based video lecture could improve students’ achievement when learning the Fundamentals of Accounting. One-way analysis of variance (ANOVA) revealed a significant difference between the groups for students’ interaction F(1,136)=4.438, p=0.037, except for student–material interaction F(1,136)=1.730, p=0.19. There was no significant difference in students’ engagement F(1,136)=1.230, p=0.269, however, except for students’ agentic engagement F(1,136)=4.010, p=0.047. The contribution of this research provides a deep insight into the multimedia component with a conceptual model that helps other researchers understand the reasons why a multimedia component such as task-based video lecture in a flipped classroom environment can improve students’ achievement; students’ interaction with peers and lecturer; and students’ agentic engagement. In addition, guidelines are provided on the design and development of task-based video lectures in a flipped classroom environment with two phases, which could help students’ learn from the video lecture before class and, therefore, make the most of class time to complete the assignment and tutorial with greater peers and lecturer interaction and students’ agentic engagement, in contrast to the non task-based video lecture setting.
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The effects of task-based video lectures on interaction, engagement and achievement , in a flipped classroom environment among accounting students.