Project based learning in flipped classroom based on student's cognitive style

Abstract

Flipped classroom and project-based learning have gained the attention of many researchers and practitioners in education. Despite proven effective empirically, very few studies have emphasized project-based learning in flipped classroom based on students’ cognitive style. Thus, the purpose of this study is to investigate the effectiveness of project-based learning in flipped classroom based on students’ cognitive style. This study adopted randomized pretest-posttest control-group quantitative research design. The instruments used in this study were Group Embedded Figure Test (GEFT), Pretest and Posttest. A total of 72 students were involved in this study. Data were analyzed by percentage, mean, and correlation of Eta. The findings show that the majority of Year 5 students have Field Independent (FI) cognitive style. Pretest and posttest analysis show project-based learning approach in flipped classroom can help improve students' achievement in Mathematics and benefit both Field Independent and Field Dependent students.