초록 열기/닫기 버튼
Despite ample research on self-directed learning attitude in a flipped classroom, its relationship with academic achievement is not clear. Therefore, the study aimed to investigate university students’ self-directed learning attitude and academic achievement in a flipped classroom at a university setting. The research questions are: 1) What are characteristics of learner’s self-directed learning attitude in the flipped classroom?; 2) Are there meaningful relationships between student’s self-directed learning attitude and academic achievement in the flipped classroom?; and 3) Are there differences in students’ self-directed learning attitude by students’ academic achievement(top 30% vs. bottom 30%)? A student survey questionnaire, 15-week class observations, and in-depth interviews were conducted for data collection. For quantitative analysis, a frequency, correlation and cross-tab analysis were conducted. The statistical analyses produced the following results: 1) Students felt positive about flipped learning in five characteristics of self-directed learning attitude; 2) There were no statistically meaningful correlations between self-directed learning attitude and learning achievement; and 3) There were no statistically meaningful differences in self-directed learning attitude by academic achievement. Pedagogical implications are suggested at the end of the paper.
