The Relationship Between Self-Efficacy, Behavioral Engagement, and Academic Performance in a Technical College Physics Flipped Classroom: a Path Analysis
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Kent State University / OhioLINK
2020
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| Online Access: | http://rave.ohiolink.edu/etdc/view?acc_num=kent1586230921331653 |
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ndltd-OhioLink-oai-etd.ohiolink.edu-kent15862309213316532021-08-03T07:14:07Z The Relationship Between Self-Efficacy, Behavioral Engagement, and Academic Performance in a Technical College Physics Flipped Classroom: a Path Analysis Aldosari, Bushra Ibrahim Educational Psychology Flipped classroom physics technical college gender self-efficacy behavioral engagement academic performance The purpose of this study was to examine the relationship between gender, students’ self-efficacy, students’ effort to complete required class preparation, participation in in-class group activities, and academic performance in a technical college non-major physics flipped classroom course. A path model was proposed to hypothesize the relationship among the predictors of students’ academic performance in the physics flipped classroom course. The sample consisted of college students enrolled in four sections of the non-major physics flipped classroom courses at Northeast Wisconsin Technical College (NWTC). The data collection process took place during two semesters (Fall 2018 and Spring 2019). During the third week of each semester, participants completed an online survey consisting of three main sections: demographic information, self-efficacy toward learning physics, and self-efficacy toward collaborative learning. Students’ behavioral engagement was measured by examining both completion of class preparation and participation in in-class group activities, and academic performance was measured using the sum three exam scores. All four of the class sections were designed by the same instructors using the same design format during both semesters. The path analysis revealed that self-efficacy toward learning physics and participation in in-class group activities had significant direct effects on academic performance (β = 0.46, and β = 0.51, respectively). 2020-08-04 English text Kent State University / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=kent1586230921331653 http://rave.ohiolink.edu/etdc/view?acc_num=kent1586230921331653 unrestricted This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws. |
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NDLTD |
| language |
English |
| sources |
NDLTD |
| topic |
Educational Psychology Flipped classroom physics technical college gender self-efficacy behavioral engagement academic performance |
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Educational Psychology Flipped classroom physics technical college gender self-efficacy behavioral engagement academic performance Aldosari, Bushra Ibrahim The Relationship Between Self-Efficacy, Behavioral Engagement, and Academic Performance in a Technical College Physics Flipped Classroom: a Path Analysis |
| author |
Aldosari, Bushra Ibrahim |
| author_facet |
Aldosari, Bushra Ibrahim |
| author_sort |
Aldosari, Bushra Ibrahim |
| title |
The Relationship Between Self-Efficacy, Behavioral Engagement, and Academic Performance in a Technical College Physics Flipped Classroom: a Path Analysis |
| title_short |
The Relationship Between Self-Efficacy, Behavioral Engagement, and Academic Performance in a Technical College Physics Flipped Classroom: a Path Analysis |
| title_full |
The Relationship Between Self-Efficacy, Behavioral Engagement, and Academic Performance in a Technical College Physics Flipped Classroom: a Path Analysis |
| title_fullStr |
The Relationship Between Self-Efficacy, Behavioral Engagement, and Academic Performance in a Technical College Physics Flipped Classroom: a Path Analysis |
| title_full_unstemmed |
The Relationship Between Self-Efficacy, Behavioral Engagement, and Academic Performance in a Technical College Physics Flipped Classroom: a Path Analysis |
| title_sort |
relationship between self-efficacy, behavioral engagement, and academic performance in a technical college physics flipped classroom: a path analysis |
| publisher |
Kent State University / OhioLINK |
| publishDate |
2020 |
| url |
http://rave.ohiolink.edu/etdc/view?acc_num=kent1586230921331653 |
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