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A Novel Approach in Problem-Solving Skills Using Flipped Classroom Technique

机译：一种运用翻转课堂技术解决问题的新方法

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This quasi-experimental research aimed to determine the effectiveness of flipped classroom (FC) in improving problem solving skills (PSS). 120 secondary school science stream students were involved in this study. Pre- and post-PSS questionnaire were used as instruments and data were analysed using descriptive and inferential statistics. One-way ANOVA revealed that the mean difference between the study and control groups was 2.14, 2.68 and 0.58,? P ?< ? 0.05. MANOVA analysis showed that there was an increase in sub-PSS, while Factorial MANOVA showed significant main and interactions effects. This proved that the FC approach had succeeded in improving PSS. Therefore, the MOE needs to provide professional training to teachers, school administrators need to reward the teachers, teachers need to sacrifice their time and money, parents need to give their trust and finally, students need to change their? “ spoon-feed ” ?attitude to progress towards independent-learning. Problem-based learning needs to be integrated with FC.
机译：这项准实验研究旨在确定翻转教室（FC）在提高解决问题能力（PSS）方面的有效性。 120名中学理科学生参加了这项研究。 PSS之前和之后的问卷被用作工具，并使用描述性和推论统计分析数据。单向方差分析显示，研究组与对照组之间的平均差异为2.14、2.68和0.58。 P？<？ 0.05。 MANOVA分析表明，亚PSS增加，而因子MANOVA显示出显着的主效应和相互作用效应。这证明了FC方法成功地改善了PSS。因此，教育部需要对教师进行专业培训，学校管理人员需要对教师进行奖励，教师需要牺牲自己的时间和金钱，父母需要给予信任，最后，学生需要改变自己的立场。 “勺子喂”是走向独立学习的态度。基于问题的学习需要与FC集成。

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