A Flipped Inquiry-based Learning with Mobility to Improving Students’ Learning Performance in Science: A Comparative Study

Abstract

The present study examines the differential impact of studying in an innovative learning approach, flipped inquiry-based learning with mobility (FILM) setting, as compared to a hands-on inquiry-based learning (HIL), and traditional learning (TL) setting on science learning performance regarding scientific conceptual understanding. Participants were eleventh-grade students (N = 79), enrolled in physics course in a public secondary school in northeastern region of Thailand. They were divided into the three groups and randomly assigned according to one of the three experimental conditions (TL n = 25, HIL n = 23, FILM n = 31). The results showed that conceptual learning performance on liquid pressure was superior in the FILM group as compared to other learning settings (Cohens' d = 3.35), HIL (Cohens' d = 0.64) and TL (Cohens' d = 0.99). Students in the HIL setting had a higher conceptual learning performance as compared to the TL setting. This finding suggest that the FILM setting could be a promising way of enhancing high school students’ learning performance in science.