Persistence in Learning in Flipped Classroom Model for Educational Research Course of Professional Teaching Certificate Students at St. John’s University

Abstract

          This research article aimed to study (1) the learning achievement of the educational research course of the teaching professional certificate students using the flipped classroom teaching model, (2) their learning persistence, and (3) their satisfaction There were 30 people used for the research. Statistics used in data analysis included percentage, mean, standard deviation, t-test.

           The results of this research were: (1) the learning achievement by using the flipped classroom learning model after studying was higher than before studying with statistical significance at the 0.05 level; (2) their persistence with the average achievement score after 2 weeks of study was not different from the post-study score indicating that there was persistence in learning; and (3) the satisfaction, overall, was at the most satisfying level.