Effect of Flipped Classroom Combined with Learning Management System on Culinary Teaching Skills of 3rd Year College Students in Microteaching and Practical Training of Teaching Skills Course
DOI:
https://doi.org/10.60027/ijsasr.2024.4549Keywords:
Culinary Teaching Skills; , Flipped Classroom; , Educational technologyAbstract
Background and Aim: The Chinese government attached importance to strengthening and enhancing the educational and teaching abilities of teachers. Microteaching and Practical Training of Teaching Skills Course was one of the core courses to develop students’ teaching skills. However, many colleges and universities lacked sufficient attention to the cultivation of teaching skills of students majoring in culinary and nutrition education, and diluted the training of teaching skills in professional teaching, so that the students lagged behind the teacher-training students of other majors obviously in terms of teaching methods and methodologies, teaching ability, and so on. This study focused on the effect of the flipped classroom with learning management systems on the teaching skills of college students in culinary and nutritional education programs by experimental method.
Materials and Methods: The researcher looked at the related literature and came up with a new teaching method that combined a flipped classroom with the learning management system. The effect of this new teaching method was verified by a one-group pretest-posttest designed experiment. The samples were 32 students from 1 Class in the 3rd year of the Culinary and Nutritional Education program at Hanshan Normal University during the 2023-2024 academic year, which were selected by using a cluster sampling method. The research instruments consisted of two parts: lesson plans based on learning through the flipped classroom with LMS were the instruments for the experiment, with a mean of 5-point rating scale of 4.25; The Culinary Teaching Skills Evaluation Form was the instrument for collecting data, with the IOC of 1.00 and inter-rater reliability of .022 (p=0.004 < .05). Data was collected before and after learning through flipped classroom with LMS. Dependent sample t-test and one sample t-test were used to analyze the data.
Results: From the study, it was found that: 1) After learning through flipped classroom with LMS, the posttest score of students’ culinary teaching skills was higher than the pretest score at .05 level of statistical significance (t31 = 20.705, p=0.000 < .05). So did every sub-culinary-teaching-skill: posttest score of students’ introductory skill was higher than pretest score at .05 level of statistical significance (t31 = 13.372, p=0.000 < .05); posttest score of students’ demonstration skill was higher than pretest score at .05 level of statistical significance (t31 = 15.752, p=0.000 < .05); posttest score of students’ regulation skill was higher than pretest score at .05 level of statistical significance (t31 = 9.043, p=0.000 < .05); posttest score of students’ lesson closure skill was higher than pretest score at .05 level of statistical significance (t31 = 10.849, p=0.000 < .05). 2) The mean score of students’ culinary teaching skills was 11.56 and the standard deviation was 0.914, which was statistically higher than the criterion of 70% (Full score was 16, criterion score was 11.2).
Conclusion: Learning through a flipped classroom with LMS could significantly improve the students’ culinary teaching skills. The experimental data on students’ learning results verified the research hypothesis.
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