Technology-based collaborative learning of a flipped model in monolingual and bilingual classrooms and students' learning outcomes in biology
Session Format
Presentation Session (45 minutes)
Target Audience
Post Secondary Education
Location
Session 1 (PARB 126)
Abstract for the conference program
Abstract
A flipped model of personalized learning was adopted using WhatsApp for both monolingual and bilingual classrooms. A total number of 90 randomly sampled biology students of College of Education, Ekiti State, Nigeria were used for the study. The sampled population of traditional, monolingual and bilingual consisting of 30 students each. The monolingual and bilingual groups were flipped before each of the instructions using their personal WhatsApp. However, monolingual group was strictly restricted to the lingual franca as means of instruction and during collaboration among the students. Meanwhile, students in the bilingual could speak the language of their immediate environment during collaboration in the classroom and were encouraged to do that. Biology Achievement Tests were administered on the three groups. The findings from the study show that students in the bilingual classroom performed better than those in monolingual, and those in monolingual tech-based collaborative learning performed better than the traditional group. It was therefore recommended among others that, language of the immediate environment should be incorporated into Instructional strategy when students are collaborating in flipped classroom.
Proposal Track
T1: Teaching and Learning in the STEM Field
Start Date
3-22-2019 9:30 AM
End Date
3-22-2019 10:15 AM
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Oladosu, Adebiyi Toyosi Mr, "Technology-based collaborative learning of a flipped model in monolingual and bilingual classrooms and students' learning outcomes in biology" (2019). Interdisciplinary STEM Teaching & Learning Conference (2012-2019). 5.
https://digitalcommons.georgiasouthern.edu/stem/2019/2019/5
Technology-based collaborative learning of a flipped model in monolingual and bilingual classrooms and students' learning outcomes in biology
Session 1 (PARB 126)
Abstract
A flipped model of personalized learning was adopted using WhatsApp for both monolingual and bilingual classrooms. A total number of 90 randomly sampled biology students of College of Education, Ekiti State, Nigeria were used for the study. The sampled population of traditional, monolingual and bilingual consisting of 30 students each. The monolingual and bilingual groups were flipped before each of the instructions using their personal WhatsApp. However, monolingual group was strictly restricted to the lingual franca as means of instruction and during collaboration among the students. Meanwhile, students in the bilingual could speak the language of their immediate environment during collaboration in the classroom and were encouraged to do that. Biology Achievement Tests were administered on the three groups. The findings from the study show that students in the bilingual classroom performed better than those in monolingual, and those in monolingual tech-based collaborative learning performed better than the traditional group. It was therefore recommended among others that, language of the immediate environment should be incorporated into Instructional strategy when students are collaborating in flipped classroom.
