|
FLIPPED CLASSROOM PEDAGOGY IN AGRICULTURAL ECONOMICS: STUDENT ENGAGEMENT AND ACADEMIC PERFORMANCE |
|---|---|
| รหัสดีโอไอ | |
| Creator | Nurul Aisyah Mohd SUHAIMI |
| Title | FLIPPED CLASSROOM PEDAGOGY IN AGRICULTURAL ECONOMICS: STUDENT ENGAGEMENT AND ACADEMIC PERFORMANCE |
| Contributor | Nalini ARUMUGAM |
| Publisher | Asian Education and Learning Review |
| Publication Year | 2569 |
| Journal Title | Asian Education and Learning Review |
| Journal Vol. | 4 |
| Journal No. | 2 |
| Page no. | Article 1 |
| Keyword | Flipped Classroom Pedagogy, Agricultural Economics Education, Student Engagement, Academic Performance, Active Learning |
| URL Website | https://so07.tci-thaijo.org/index.php/AELR |
| Website title | https://so07.tci-thaijo.org/index.php/AELR/article/view/9020 |
| ISSN | 2985-2862 |
| Abstract | This study evaluates the effectiveness of flipped-classroom pedagogy in an undergraduate agricultural economics course to address the persistent limitations of passive, lecture-based instruction. Grounded in social constructivism and self-determination theory, the research utilized a quasi-experimental design with non-equivalent control groups to compare a traditional lecture format against a flipped teaching approach. Data collection involved a comprehensive perception survey of 92 students and a comparative analysis of academic performance conducted over a single semester. The findings reveal that students hold highly positive perceptions of the flipped classroom, significantly valuing the flexibility of pre-recorded videos, enhanced peer collaboration, and increased interactivity. However, an independent samples t-test indicated no statistically significant difference in academic performance between the flipped and traditional cohorts. These results suggest that while the short-term implementation of flipped-classroom pedagogy effectively stimulates student engagement and active participation, it does not immediately translate into measurable improvements in academic performance. Consequently, achieving significant academic gains likely requires sustained implementation, adequate adaptation periods, and enhanced student readiness for self-directed learning. |
