Effects of a Flipped Classroom College Business Course on Students’ Pre-Class Preparation, In-Class Participation, Learning, and Skills Development
Abstract
1. Introduction
2. Literature Review
2.1. Antecedents and Consequences of Business Students’ Pre-Class Preparation
2.2. Antecedents and Consequences of Business Students’ In-Class Participation
3. A Framework of the Flipped Classroom and Associated Hypotheses
3.1. Perceived Usefulness, Pre-Class Preparation, and In-Class Participation
3.2. Pre-Class Preparation, In-Class Participation, Perceived Learning, and Skills Development
4. Method
4.1. Participants
4.2. Course Design
4.3. Instruments
4.3.1. Perceived Usefulness of OFC/IFC
4.3.2. Pre-Class Preparation
4.3.3. In-Class Attendance
4.3.4. Perceived Learning
4.3.5. Perceived Skills Development
4.3.6. Control Variables
4.4. Data Analysis Approach
5. Results
5.1. Construct Validity Test
5.2. Perceived Usefulness, Pre-Class Preparation, and In-Class Participation
5.3. Pre-Class Preparation, In-Class Participation, Perceived Learning, and Skills Development
6. Discussion
6.1. Perceived Usefulness, Pre-Class Preparation, and In-Class Participation
6.2. Pre-Class Preparation, In-Class Participation, Perceived Learning, and Skills Development
7. Practical Implications
8. Limitations and Directions for Future Research
9. Conclusions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Weekly Learning Subjects | Course Assessments |
---|---|
|
|
Subscale Item | Factor Loading | Subscale Item | Factor Loading | ||
---|---|---|---|---|---|
Factor 1 | Factor 2 | Factor 1 | Factor 2 | ||
Perceived usefulness of OFC | Perceived learning | ||||
1. On-line materials increased my interest in the course. | 0.82 | 0.35 | 1. I learn more from the flipped classroom over traditional (lecture-based) classes. | 0.39 | 0.88 |
2. On-line materials had a good fit to in-class lectures. | 0.84 | 0.48 | 2. I feel that flipped classroom is a more effective way than the traditional (lecture-based) method to learn OB concepts, theories and principles. | 0.43 | 0.86 |
3. On-line materials enhanced the effectiveness of in-class lectures. | 0.81 | 0.38 | 3. Flipped classroom greatly enhances my understanding of OB concepts, theories and principles. | 0.42 | 0.82 |
4. Watching learning module videos posted on Blackboard greatly enhanced my understanding of course contents. | 0.77 | 0.42 | 4. My learning in the flipped classroom has helped my personal development. | 0.43 | 0.68 |
5. Reviewing narrated PowerPoints posted on Blackboard greatly enhanced my understanding of course contents. | 0.66 | 0.52 | 5. I can apply the knowledge acquired in the flipped classroom to my work or other non-class related activities. | 0.46 | 0.59 |
6. Completing practice quizzes posted on Blackboard prior to coming to class greatly enhanced my understanding of course contents. | 0.56 | 0.32 | |||
Perceived usefulness of IFC | Perceived skills development | ||||
1. Listening to the instructor reviewing information about selected topics in the mini lectures greatly enhanced my learning of course materials. | 0.64 | 0.65 | 1. Flipped classroom enabled me to apply OB theories to analyze real-world issues and problems | 0.81 | 0.43 |
2. Grouping up with classmates to discuss questions posed in class greatly enhanced my learning of course materials. | 0.51 | 0.82 | 2. Flipped classroom provided me opportunities to think and behave ethically. | 0.76 | 0.39 |
3. Working on assignments/exercises in class greatly enhanced my learning of course materials. | 0.44 | 0.85 | 3. Flipped classroom enabled me to analyze the impact of individual and team behaviours on organizational productivity. | 0.80 | 0.44 |
4. Studying cases in class greatly enhanced my learning of course materials. | 0.40 | 0.86 | 4. Flipped classroom enabled me to synthesize information to make decisions | 0.80 | 0.34 |
5. Flipped classroom helped me develop the ability to plan and manage my own work. | 0.83 | 0.52 | |||
6. Flipped classroom helped me develop the ability to work as a team member. | 0.63 | 0.38 | |||
Eigenvalue | 4.90 | 1.22 | Eigenvalue | 5.15 | 1.50 |
% variance explained | 48.99 | 12.24 | % variance explained | 46.84 | 13.63 |
Variables | Mean | SD | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
---|---|---|---|---|---|---|---|---|---|
1. Gender | 0.48 | 0.50 | |||||||
2. Learning habits | 2.73 | 0.74 | −0.39 ** | ||||||
3. Perceived usefulness of OFC | 3.22 | 0.57 | 0.10 | ||||||
4. Perceived usefulness of IFC | 3.23 | 0.59 | 0.04 | −0.19 | −0.60 ** | ||||
5. Pre-class preparation | 1.51 | 1.12 | 0.26 * | −0.21 | 0.26 * | 0.26 * | |||
6. In-class attendance | 2.78 | 0.57 | 0.28 * | −0.29 * | −0.05 | 0.10 | −0.07 | ||
7. Perceived learning | 3.07 | 0.67 | 0.14 | −0.16 | 0.73 ** | 0.52 ** | 0.31 ** | 0.05 | |
8. Perceived skills development | 3.11 | 0.74 | 0.16 | −0.17 | 0.69 ** | 0.41 ** | 0.34 ** | −0.14 | 0.61 ** |
Dependent Variables | Pre-Class Preparation | In-Class Participation | Perceived Learning | Skills Development | |||
---|---|---|---|---|---|---|---|
Model 1 | Model 2 | Model 3 | Model 4 | Model 5 | Model 6 | Model 7 | |
Control variables | |||||||
Gender | 0.28 * | 0.29 * | 0.08 * | ||||
Learning Habits | −0.16 | −0.16 | −0.17 | −0.17 | |||
Model F Value | 6.29 * | 7.06 * | 7.03 * | 1.55 | 1.55 | 2.07 | 2.07 |
R2 | 0.08 | 0.09 | 0.08 | 0.03 | 0.03 | 0.03 | 0.03 |
Adjusted R2 | 0.07 | 0.07 | 0.07 | 0.01 | 0.01 | 0.02 | 0.02 |
Independent variables | |||||||
Perceived Usefulness of OFC | 0.24 * | ||||||
Perceived Usefulness of IFC | 0.09 | ||||||
Pre-Class Preparation | −0.16 | 0.31 * | 0.26 * | ||||
In-Class Participation | 0.02 | −0.21 | |||||
Model F Value | 5.60 ** | 3.84 * | 4.60 * | 3.90 * | 0.77 | 3.50 * | 2.48 |
R2 | 0.14 | 0.09 | 0.10 | 0.12 | 0.03 | 0.10 | 0.07 |
Adjusted R2 | 0.11 | 0.07 | 0.08 | 0.09 | −0.01 | 0.07 | 0.04 |
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Wang, G. Effects of a Flipped Classroom College Business Course on Students’ Pre-Class Preparation, In-Class Participation, Learning, and Skills Development. Adm. Sci. 2025, 15, 301. https://doi.org/10.3390/admsci15080301
Wang G. Effects of a Flipped Classroom College Business Course on Students’ Pre-Class Preparation, In-Class Participation, Learning, and Skills Development. Administrative Sciences. 2025; 15(8):301. https://doi.org/10.3390/admsci15080301
Chicago/Turabian StyleWang, Gordon. 2025. "Effects of a Flipped Classroom College Business Course on Students’ Pre-Class Preparation, In-Class Participation, Learning, and Skills Development" Administrative Sciences 15, no. 8: 301. https://doi.org/10.3390/admsci15080301
APA StyleWang, G. (2025). Effects of a Flipped Classroom College Business Course on Students’ Pre-Class Preparation, In-Class Participation, Learning, and Skills Development. Administrative Sciences, 15(8), 301. https://doi.org/10.3390/admsci15080301