Test Results Statistics Table of Classes (Members)

2.5. Pedagogical experiment

2.5.1. Purpose, subjects, and time of experiment

Regarding the purpose , to verify the practical feasibility of using the flipped classroom model in DHLS in high schools to improve teaching and learning effectiveness, specifically to enhance students' interest in learning, train students in basic skills such as self-study, use of IT and cooperation, etc., we have conducted a pedagogical experiment. Through the practical pedagogical experiment, we will come to a conclusion about the role, significance and effectiveness of using the flipped classroom model in DHLS in high schools.

The subjects are students of 2 groups of grade 10 classes at Luong Tai High School.

- Bac Ninh.

Experimental time : according to the program distribution and schedule of 4 classes 10A1, 10A2, 10D6 and 10D8 of Luong Tai High School - Bac Ninh in semester II, school year 2018 - 2019.

2.5.2. Experimental content and methods

Experimental content : we teach the content " Lesson 30. War of Independence of British colonies in North America" - History grade 10 high school (standard program).

Experimental method : To conduct the experiment, we conducted - Prepared 2 lesson plans: one with the experimental class using the flipped classroom model based on the online learning website Padlet (see more in Experimental Class Lesson Plan, Appendix) and one with the control class conducted according to the regular classroom model but applying some new teaching methods (see more in Control Class Lesson Plan, Appendix).

- Select two groups of classes with similar number of students and cognitive level: control class (10A2 and 10D6) and experimental class (10A1 and 10D8).

- Application: For the two experimental classes, we conducted teaching according to the flipped classroom model. For the two control classes, we conducted teaching according to the regular classroom model.

- After class, we evaluate the experimental results through surveys and comments for the teachers who observed the class. For students, it is through receiving feedback after class (after class, we ask each student or group of students to write down their feedback about the class. Specifically:

+ For experimental classes: level of interest in the lesson, do you want to continue studying according to this model, what difficulties do you encounter when studying according to this model and what do you expect from the teacher?

+ For the control class: level of interest in the lesson and expectations for the teacher?

And a 15-minute test (see more in Tests 1, 2, 3, 4, Appendix).

2.5.3. Experimental results

After teaching in two control classes (10A2 and 10D6) and two experimental classes (10A1 and 10D8), we conducted a survey of teachers and students' opinions after the lesson. At the same time, we conducted a short 15-minute test and obtained the following results:

2.5.3.1. Results obtained from opinion survey

- For teachers, our experimental lesson had the participation of two teachers who are History teachers in the classes we chose.

Through the process of monitoring and observing the lessons, teachers highly appreciate the use of the flipped classroom model in DHLS at high schools. With this model, students are more excited about class time and actively participate in discussing issues. The basic knowledge of the lesson has been included in the Web lecture for students to complete in their notebooks at home. From there, in class, students do not need to take notes, and have more time for more engaging activities to learn more about the lesson. Using online teaching will help students on the one hand.

develop the ability to use IT, on the other hand, create attraction and novelty in teaching and learning, and at the same time initially familiarize students with sources of materials outside of textbooks, access to many different opinions to evaluate events and characters more accurately and objectively. Moreover, with the problems and tasks that require students to complete in class, it helps students reveal their talents, express themselves (drawing, writing poetry, presenting, acting, ...), approach from new perspectives, ...

However, teachers also pointed out some limitations that need to be overcome for the lecture. First is about time. The time for each lesson is only 45 minutes, both discussion and presentation will sometimes not be enough time if the groups are not effective or the problem is too difficult, too long (we have to ask for an extra 10 minutes of recess). Next is the students' self-awareness. Some students will learn the lesson in advance, will do as required, but others will be dependent, not proactive, actively follow the previous lesson on the Web. This requires teachers to regularly monitor, more closely follow the students' self-study process on the Web at home.

- For students , we observed during the experiment, and after the experiment, we asked each student or group of students to write down their feedback on the lesson to collect students' opinions.

During the experiment, we closely observed the students' learning spirit and found that:

In the two experimental classes, all students were enthusiastic, enthusiastic, actively participating in the discussion issues, even competing to present their products first, competing to represent their groups to present. The products of the groups, although still sketchy, were very impressive and demonstrated the true spirit of creativity. The students representing the groups presented very confidently, mastering the situations well. As for the two control classes, we also noticed the spirit of enthusiasm, excitement, and active participation in the lesson. However, there were still some students who did not pay attention. And especially when taking notes, they were very lethargic, often losing focus. When assigning homework,

Very few students pay attention and want to refuse because there are many exercises from other subjects.

When surveyed about the lesson, more than 80% of the experimental class students wanted to learn in the flipped classroom model again. The remaining 20% also liked this model but did not want it to be applied regularly because they still had to do homework for many other subjects at home.

As for the control class, all students wanted to learn with many new teaching methods, forms, and models. They did not like doing homework, did not like reading and copying basic knowledge.

2.5.3.2. Results obtained from the 15-minute test

After the experimental teaching, we conducted a survey on the initial results through a 15-minute test with four sets of questions. In which, four multiple-choice and quick-answer questions were the same and one essay question was different.

Table 2.1. Statistical table of test results of classes (members)

Class

Number of students

Check Point

Control (10A2, 10D6)

Experimental (10A1, 10D8)

Maybe you are interested!

Table 2.2. Statistical table of test results of classes by score group (%)

Group of points

Control class (10A2, 10D6)

(85 students)

Experimental class (10A1, 10D8)

(84 students)

Number of students

Ratio (%)

Number of students

Ratio (%)

Good (9 – 10)

17.7

36.9

Fair (7 – 8)

74.1

63.1

Average (5 – 6)

8.2

Chart 2.1. Comparison of test results of 2 groups of classes (%)

Experimental class (10A1, 10D8)

Control class (10A2, 10D6)

Good

Rather

Medium

Through the statistical tables (Table 2.1 and Table 2.2) and Chart 2.1, we can clearly see the difference in results between the control class and the experimental class.

- Regarding the percentage of students achieving excellent scores, the experimental class was significantly superior (36.9%) compared to the control class (17.7%).

- The percentage of students achieving good scores in both groups of classes is very high, the control class is 74.1% and the experimental class is 63.1%.

- Regarding the percentage of students achieving average scores, both groups of classes have very low rates. In which, the control class has 8.2%, while the experimental class has no students achieving average scores (0%).

Thus, through the initial results, we can see the positive level of the model when applied to DHLS in high schools. Basically, the model helps students remember knowledge better and more deeply. At the same time, it provides more new knowledge about the lesson for students, contributing to training students with necessary skills and abilities. However, there are also some limitations. Firstly, the time of each lesson taking place within 45 minutes is not enough for students to discuss, complete, present products and teachers to comment, evaluate, and conclude knowledge. Secondly, currently, the initiative and positivity in self-studying lessons of students is still very limited. This requires close supervision from teachers and coordination from families as well as self-awareness of students.

Chapter 2 Summary

Based on the theory and practice of the topic, we delve deeper into the structure and content of the Modern World History program for grade 10 (standard program). Through that, we realize that this is a content that can be divided into many important and attractive topics, providing students with the most basic knowledge about World History during this period. Through that, we cultivate students with the necessary skills and attitudes.

Second, we analyze the basic requirements and conditions needed when applying the flipped classroom model to teaching History in high schools.

Third, based on the need to use IT when applying the flipped classroom model, we introduce some software, tools and how to use them so that teachers and students can serve the teaching and learning of History.

Fourth, with the characteristics of the flipped classroom model, we have proposed some proposals and measures to apply the model to develop learning skills, IT skills and learning skills for high school students.

Finally, to test the feasibility of using this model, we conducted an experiment in high school. And although there are still some limitations, the initial results achieved are positive.

Thus, the flipped classroom model is a good, new and necessary model to be applied to the DHLS work in high schools to promote positivity and develop necessary capacities and skills for students.

CONCLUDE

Through the research process from theoretical to practical issues and then conducting pedagogical experiments, we come to the following conclusions:

Firstly, in the current era of rapid development of science and technology, innovation in teaching content, methods and forms is an inevitable trend. Teaching in the flipped classroom model is one of the active teaching methods and forms, promoting students' initiative and creativity, guiding students to self-study and self-practice skills to be able to "learn for life".

Second , based on the current ineffective teaching and learning of History, we study the possibility of using the flipped classroom model in the DHLS of the Modern World History section of grade 10 (standard program). Based on the content and objectives of the subject, specifically the objectives and contents of the Modern World History section of grade 10 (standard program), it can be affirmed that: Using the flipped classroom model in DHLS in general and teaching the Modern World History section of grade 10 (standard program) in particular is completely feasible.

Finally, to concretize the idea of using the flipped classroom model in DHLS in high schools, we designed an experimental lesson for the Modern World History section of grade 10 (standard program) in two groups of experimental and control classes at Luong Tai High School.

– Bac Ninh and although there are still certain limitations, has achieved initial positive signs.

Comment