Effect of Flipped Classroom on Rope Skipping Movement Skill in Rhythm Rope Skipping Action Sport for Grade 4 Students

Yuehan  Zhu; Danucha Saleewong; Lerlak  Othakanon

doi:10.60027/ijsasr.2023.3292

Authors

Yuehan Zhu Master of Education in Curriculum and Instruction, Valaya Alongkorn Rajabhat University under the Royal Patronage, Pathum Thani Province, Thailand https://orcid.org/0009-0009-1458-4872
Danucha Saleewong Curriculum and Instruction Program, Valaya Alongkorn Rajabhat University under the Royal Patronage, Pathum Thani Province, Thailand https://orcid.org/0000-0001-8145-6170
Lerlak Othakanon Curriculum and Instruction Program, Valaya Alongkorn Rajabhat University under the Royal Patronage, Pathum Thani Province, Thailand https://orcid.org/0009-0002-2397-6906

DOI:

https://doi.org/10.60027/ijsasr.2023.3292

Keywords:

Flipped Classroom; , Rope Skipping Movement Skill; , Rhythm Rope Skipping; , Student Satisfaction

Abstract

Background and Aim: The flipped classroom redefines learning by using technology for independent study at home and interactive engagement in class, yielding more effective teaching outcomes. Thus, three research objectives were proposed: 1) To compare the students’ rope skipping movement skills in rhythm rope skipping action sport before and after learning through the flipped classroom. 2) To compare the students’ rope skipping movement skills in rhythm rope skipping action sport after learning through the flipped classroom with the criteria set at 60 percent. 3) To assess the student’s satisfaction toward learning through flipped classroom design.

Materials and Methods: The sample was 20 students in grade 4 of the No.3 Primary School in Zhoukou City, Henan Province (1 class) in the year of study 2023 which was derived from cluster random sampling method. The experimental design was a group pretest-posttest design. The research instruments were: (1) a lesson plan (2) a rope skipping movement skills evaluation form and (3) a questionnaire for students’ satisfaction. The data were analyzed by using mean, standard deviation, and t-test.

Results: The results found that 1) the students’ rope skipping movement skills after learning through flipped classrooms were higher than before at a statistically significant level of .05. 2) The students’ rope skipping movement skills after learning through flipped classrooms were higher than the determined criterion of 60% at a .05 statistical significance level. 3）The students' satisfaction after learning through flipped classrooms was at a higher level.

Conclusion: This study demonstrates the positive impact of the flipped classroom approach on students' rope-skipping movement skills. The findings reveal significant improvements in skill levels post-implementation, with students exceeding the set proficiency criterion. Moreover, the heightened satisfaction reported by students underscores the effectiveness of the flipped classroom in enhancing both skill acquisition and overall learning experiences.

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