Effects of Digital Flipped Classroom Teaching Method Integrated Cooperative Learning Model on Learning Motivation and Outcome
Jian Qiang 1  
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School of Marxism Studies Central Plains Rural Development Research Center, Xuchang University, CHINA
Online publish date: 2018-03-15
Publish date: 2018-03-15
EURASIA J. Math., Sci Tech. Ed 2018;14(6):2213–2220
This article is retracted by request from the corresponding author. Retraction Note:

Along with the time change and promotion of 12-year compulsory education, traditional didactic instruction can no longer satisfy all students. The reform wave in education is therefore emerged in past years, where the “flipped classroom” model strikes a chord and becomes a trend. Applying nonequivalent pretest posttest control group design to the experimental research, 242 students of Xuchang University in Henan Province are proceeded the 2×2 experiment integrating flipped classroom teaching method with cooperative learning for 15 weeks, 3hrs per week. The research results show significant effects of 1. flipped classroom teaching method on learning motivation, 2. flipped classroom teaching method on learning outcome, 3. cooperative learning on learning motivation, 4. cooperative learning on learning outcome, 5. flipped classroom teaching method integrated cooperative learning on the promotion of learning motivation, and 6. flipped classroom teaching method integrated cooperative learning on the promotion of learning outcome. Finally, suggestions are proposed according to the results, expecting to assist domestic education in promoting students’ learning motivation and outcome as well as teaching methods.
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