Characterization of Learning Achievements with Peer-Instruction and Flipped Classroom in an Electronics Course
Wei-Ying Cheng1*, Shi-Wei Chu2
1Graduate Institute of Applied Physics, National Taiwan University, Taipei, Taiwan
2Department of Physics, National Taiwan University, Taipei, Taiwan
* Presenter:Wei-Ying Cheng, email:physicalwinnie@gmail.com
To enhance students’ learning motivation and outcome, many educational strategies have been proposed. Recently, peer-instruction and flipped classroom were strongly promoted and extensively adopted from K-12 to undergraduate courses in Taiwan, but their effects were seldom quantitatively analyzed. Here we analyze the learning achievement of students taking the Electronics class at the Department of Physics of National Taiwan University, during the past four years. For all students, the peer instruction was implemented with the aid of conceptual questions on Zuvio. Nevertheless, some students were taught with traditional lectures, and others with a flipped teaching method. The result showed that students in flipped class exhibit significantly better understanding about Electronic concepts. Intriguingly, students’ learning achievements are remarkably different when scoring those conceptual questions within the grade of the class. Although the result indicated that scoring has strong influence for students to answer conceptual questions, which may not be surprising in our society, this study provides a quantitative data to prove the effect of new teaching strategies.


Keywords: peer-instruction, flipped classroom, Electronics