Mobile Technology-enhanced Flipped Learning for Scientific Inquiry Laboratory: A Comparison of Students' Perceptions and Engagement

Abstract

Many educators have been widely recognized flipped learning as a pedagogic approach in century education. While, advancement of mobile and wireless communication technologies provides a new learning opportunity for students via mobile devices as anywhere, anytime, and anyone learning. In this study, the researchers compared high school students' affective domain of learning such as perception and engagement between flipped inquiry learning and conventional flipped learning via mobile technology. The study was conducted with 61 eleventh graders in Northeastern region of Thailand who agreed to participate, and they were assigned into one experimental group, receiving mobile flipped inquiry learning, and another of control group, receiving mobile conventional flipped learning. Both were examined their perceptions and engagements using 20 and 21 items of 5-points Likert-scale questionnaire after interacting with the interventions. The results showed that students in experimental group who have learned with the mobile flipped inquiry learning have better perceptions and engagements than students in control group. This finding implied that flipped inquiry learning with mobile technology could be a better pedagogic strategy for engaging high school students into scientific laboratory class than conventional flipped mobile learning. In addition, the integration of mobile technology into classroom with effective strategy could enhance students' development of affective domain for learning science.