The effectiveness of flipped classroom in learning medical english for pharmaceutical purposes at Nguyen Tat Thanh University.pdf

MINISTRY OF EDUCATION AND TRAINING NGUYEN TAT THANH UNIVERSITY NGUYEN VO MINH THUC THE EFFECTIVENESS OF FLIPPED CLASSROOM IN LEARNING MEDICAL ENGLISH FOR PHARMACEUTICAL PURPOSES AT NGUYEN TAT THANH UNIVERSITY DISSERTATION SUBMITTED IN FULFILMENT OF THE REQUIREMENTS FOR THE PHARMACIST ACADEMIC YEAR 2014-2019 HCM City-2019 MINISTRY OF EDUCATION AND TRAINING NGUYEN TAT THANH UNIVERSITY NGUYEN VO MINH THUC THE EFFECTIVENESS OF FLIPPED CLASSROOM IN LEARNING MEDICAL ENGLISH FOR PHARMACEUTICAL PURPOSES AT NGUYEN TAT THANH UNIVERSITY Field of Study: Medicines supply management DISSERTATION SUBMITTED IN FULFILMENT OF THE REQUIREMENTS FOR THE PHARMACIST ACADEMIC YEAR 2014 - 2019 Scientific Instructor: M.S Huynh Tan Ho Chi Minh City - 2019 Acknowledgement First of all, I would like to show gratitude to all of the lecturers working in the Faculty of Pharmacy for providing me many opportunities to progress my studying, research as well as skill development You helped me on the way of knowledge acquisition, to construct my pharmaceutical insight foundation so that I could feel confident to admit this research Secondly, I want to send my sincere gratitude to my instructor Huynh Tan He was the one who inspired me, gave me experiences and the details about this research We have just cooporated with each other for a few months, but you gave me opportunities which helped me a lot In addition, thank you for your precious advices I happily thank my parents, my friends, and once again Mr Huynh Tan, without you I would not be able to complete this paper which I found extremely rough to work on Dear mom and dad, thanks for being there with me, encourage me whenever I felt desperate and wanted to give up Finally, to my beloved friends and lecturers, especially Mrs Ngoc Luu who gave so much extra knowledge concerning my dissertation’s topic, I feel so lucky that I am able to be your peer and student, without your advice, it would be challenging for this work to be materialised ORIGINAL LITERARY WORK DECLARATION I assure you that this is my research work The data and results stated in this report are honest and never published in any other research Student’s Signature Table of Contents Acronyms iii List of Figures iv List of Tables V INTRODUCTION CHAPTER 1.1 LITERATURE REVIEW Definitions 1.1.1 Blended learning 1.1.2 Bloom’s revised taxonomy 1.1.3 Flipped classroom model 1.1.4 Student Question Generation 12 1.1.5 Instant Response System (IRS) or Classroom Response System 13 1.1.6 Statistic index definition 13 1.1.7 Overview of foreign relevant researches 14 1.1.8 Overview of domestic relevant researches 21 CHAPTER SUBJECTS AND RESEARCH METHOD 23 2.1 Subjects 23 2.2 Research method 23 2.2.1 Course redesign 23 2.2.2 Data collection 24 2.2.3 Data analysis 27 CHAPTER 3.1 Results 29 3.1.1 3.2 RESULTS AND DISCUSSION 29 Descriptive statistics of the samples 29 The reliability and suitability of the scale 30 3.2.1 Examination of the reliability of the scale 30 3.2.2 Correlations 30 3.2.3 Analysis of CFA Decisive Factor 31 3.2.4 SEM suitability assessment 31 3.2.5 Testing bootstrapping 33 3.3 Discussion 34 3.3.1 CHAPTER Difficulties 35 CONCLUSION AND SUGGESTION .37 4.1 Conclusion 37 4.2 Suggestion 38 Reference APPENDIX 11 Acronyms CB-SEM Covariance-based Structural Equation Modeling EPUB Electronic Publication LMS Learning Management System FL Flipped Learning (Strategy) IRS Instant Respond System SỌG Student Question Generation LEA Learning Engagement H Hypothesis SEM Strutural Equation Modeling EFA Exploratory Factor Analysis CFA Confirmatory Factor Analysis RMSEA Root Mean Square Errors of Approximation GFI Goodness of Fix Index TLI Tucker-Lewis Index CFI Comparative Fix Index iii LIST OF FIGURES Figure 1.1 The Bloom's revised Taxonomy Figure 1.2 Models of Blended learning (Staker and Hom, 2012) Figure 1.3 Differences between the Classical lecture setting (Traditional classroom) and the Flipped classroom (Source: University of Texas at Austin) Figure 2.1 Research hypodissertation model 25 Figure 2.2 The Interface of SPSS software 28 IV LIST OF TABLES Table 2.1 The flipped classroom planning pattern used in the redesign of the lesson “Nervous system” 23 Table 2.2 Items corresponding to each surveyed factor 26 Table 3.1 Descriptive statistics of the samples .29 Table 3.2 Mean (M), standard deviations (SD), and intercorrelations of study variables 30 Table 3.3 Convergent and discriminant validity coefficients 31 Table 3.4 Results of testing hypotheses of the study 32 Table 3.5 Bootstrapping test results 33 V DISSERTATION SUBMITTED IN FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF BACHELOR OF SCIENCE OF PHARMACY ACADEMIC YEAR: 2014-2019 THE EFFECTIVENESS OF FLIPPED CLASSROOM IN LEARNING MEDICAL ENGLISH FOR PHARMACEUTICAL PURPOSES AT NGUYEN TAT THANH UNIVERSITY Author: Nguyen Vo Minh Thue Scientific Instructor: Huynh Tan Introduction: The recent advances in science have opened the brand new era of global integration and advanced technology development, a pedagogical model called flipped learning has provided every student with access to well studying In the flipped classroom, some theoretical contents are offloaded for the students to self-learn, they may be assigned to read some documents out of class, and the class time will be occupied with student-centered learning activities By the studying personalisation, flipped learning model brings lessons to a wider range, helps either high or low academic performance students to acquire knowledge at their own pace, increase learning engagement and it even makes the contents more practical, applicable and engaging On the call of the educational method reformation, the department of English for Pharmacist and Applied Informatics of Nguyen Tat Thanh university has deployed the flipped classroom model in classes of English for Pharmacy Material and Methods: The faculty members changed the course contents, textbook and the class management The author will propose a research model to evaluate the impact of the flipped classroom model on the student learning The data were collected from 337 participants and analysed by using structural equation modeling Results: The flipped classroom strategy (FL) also had an effect with the extent of 0.284 on the Students’ Learning Engagement (LEA) (p-value < 0.05) Moreover, the relationship between the Student Question Generation (SQ) to the LEA was at a level of 0.425 (p-value < 0.05) Finally, the impact level of Instant Respones System (IR) on the LEA was 0.209 (p-value < 0.05) Conclusion: From the results, the author concluded that the flipped classroom model has a positive effect on students’ perception and it may increase students’ learning outcomes Keywords: Course redesign, inverted classroom, flipped learning strategy, active learning, flipped classroom model, Student-centered learning VI ...MINISTRY OF EDUCATION AND TRAINING NGUYEN TAT THANH UNIVERSITY NGUYEN VO MINH THUC THE EFFECTIVENESS OF FLIPPED CLASSROOM IN LEARNING MEDICAL ENGLISH FOR PHARMACEUTICAL PURPOSES AT NGUYEN TAT. .. REQUIREMENTS FOR THE DEGREE OF BACHELOR OF SCIENCE OF PHARMACY ACADEMIC YEAR: 2014-2019 THE EFFECTIVENESS OF FLIPPED CLASSROOM IN LEARNING MEDICAL ENGLISH FOR PHARMACEUTICAL PURPOSES AT NGUYEN TAT THANH. .. evaluate the effectiveness of the flipped classroom model on student engagement in learning English for pharmaceutical purposes course in Nguyen Tat Thanh university The outcomes will indicate the