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Setting Up a Flipped Classroom Design to Reduce Student Academic Procrastination

Author

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  • Dalibor Gonda

    (Department of Mathematical Methods and Operations Research, Faculty of Management Science and Informatics, University of Žilina, 01026 Žilina, Slovakia)

  • Gabriela Pavlovičová

    (Department of Mathematics, Faculty of Natural Sciences, Constantine the Philosopher University in Nitra, 949 74 Nitra, Slovakia)

  • Anna Tirpáková

    (Department of Mathematics, Faculty of Natural Sciences, Constantine the Philosopher University in Nitra, 949 74 Nitra, Slovakia
    Department of School Education, Faculty of Humanities, Tomas Bata University in Zlín, 76001 Zlín, Czech Republic)

  • Viliam Ďuriš

    (Department of Mathematics, Faculty of Natural Sciences, Constantine the Philosopher University in Nitra, 949 74 Nitra, Slovakia)

Abstract

The transfer of educational activities to the online environment within blended learning, which was also accelerated by the COVID-19 pandemic, increases the risk of growing student procrastination. This article describes the design of the flipped class, which is designed so that students are supported and motivated to continuously perform individual tasks. Great emphasis in the described design of the flipped classroom is placed on supporting students in their activities outside the classroom. It is in this part of blended learning that procrastination is a frequent cause of students’ failure, not just in mathematics. The effectiveness of our proposed inverted class design has been experimentally verified. Statistical analysis of the data showed that students had a statistically significant reduction in procrastination behavior during the course of the experiment. The proposed flipped classroom design has the potential to increase students’ self-regulatory skills, which has been reflected in a change in their approach to learning responsibilities. Students’ approach to online learning outside the classroom has changed, and thus their probability of successfully completing the combinatorics course has increased statistically significantly.

Suggested Citation

  • Dalibor Gonda & Gabriela Pavlovičová & Anna Tirpáková & Viliam Ďuriš, 2021. "Setting Up a Flipped Classroom Design to Reduce Student Academic Procrastination," Sustainability, MDPI, vol. 13(15), pages 1-14, August.
  • Handle: RePEc:gam:jsusta:v:13:y:2021:i:15:p:8668-:d:607681
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    References listed on IDEAS

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    1. Maureen J. Lage & Glenn J. Platt & Michael Treglia, 2000. "Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment," The Journal of Economic Education, Taylor & Francis Journals, vol. 31(1), pages 30-43, December.
    2. Quinn McNemar, 1947. "Note on the sampling error of the difference between correlated proportions or percentages," Psychometrika, Springer;The Psychometric Society, vol. 12(2), pages 153-157, June.
    3. Maureen J. Lage & Glenn Platt, 2000. "The Internet and the Inverted Classroom," The Journal of Economic Education, Taylor & Francis Journals, vol. 31(1), pages 11-11, December.
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    Cited by:

    1. Alejandro Colomo Magaña & Ernesto Colomo Magaña & Francisco D. Guillén-Gámez & Andrea Cívico Ariza, 2022. "Analysis of Prospective Teachers’ Perceptions of the Flipped Classroom as a Classroom Methodology," Societies, MDPI, vol. 12(4), pages 1-15, June.
    2. Ensaf Nasser Al Mulhim & Yara Ahmed Mohebeldin Zaky, 2023. "Sustainability in E-Learning: E-Books and Academic Procrastination among Secondary Students," Sustainability, MDPI, vol. 15(20), pages 1-13, October.

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