The effectiveness of integrating adaptive learning platform with flipped classroom in students’ learning performance and self-learning approach

Abstract

This study explored the effectiveness of integrating adaptive learning platform with flipped classroom in students’ learning performance and self-learning approach in an elementary Biology course. A quasi-experimental research design was conducted to the participants of 110 elementary school students from Northern Taiwan. An adaptive learning platform integrating flipped classroom instruction was applied in the experimental group, and a relatively lecture instruction was conducted to the control group. The instruments of achievement test and self-reported questionnaire were used to assess the students’ learning performance and self-learning approach. A series of t-tests were used to examine the differences of prior knowledge, learning performance and self-learning approach between the groups. The findings revealed that students in the experimental group had higher learning performance and lower test anxiety than the others in the control group.