Mastery of Fundamental Concepts Based on Students’ Learning Approach in Flipped Classrooms

This case study aims to investigate the extent to which the teaching mode called flipped classroom is effective in enabling students to learn fundamental concepts in cost engineering. It adopted a repeated measure design and statistical evaluation to examine the learning approaches that enabled students to master fundamental concepts. It also identified the teaching modes that are effective in helping students to understand and apply fundamental concepts in solving cost engineering problems. The flipped classroom involved students learning one fundamental concept (TC1) via preclass online video clips in their own time, followed by in-class discussion, and applying the fundamental concept in solving problems in a face-to-face (F2F) tutorial setting. Thereafter, they were tested for their mastery of TC1. As a comparison, the same students were taught another fundamental concept (TC2) via the traditional F2F lecture and tutorial settings. The study was repeated in the following academic year, with the teaching methods for TC1 and TC2 switched. The data collected included presurveys and postsurveys of perceived learning approaches, pretests and post-tests, and final examination results. This case study found that students achieve mastery (measured by final examination marks) of fundamental concepts regardless of whether the teaching mode is traditional lectures or flipped classroom. When students adopted a more surface-motive learning approach, they also performed significantly more poorly, regardless of teaching mode. Students who adopted a more deep-strategy learning approach when taught in flipped classroom mode performed better in final assessment. The finding is important because it reveals that the flipped classroom is just as effective as the traditional classroom in helping students to master certain cost engineering fundamental concepts. It is recommended that instructors consider using the flipped classroom to harness technology in education. Students are advised not to adopt surface learning approaches because these are detrimental to their mastery of cost engineering concepts.