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RESEARCH PAPER
Cooperation Learning of Flip teaching style on the MBA Mathematics Education Efficiency
1
College of Business Administration, Huaqiao University, Quanzhou 362021, CHINA
2
Business Management Research Center, Huaqiao University, Quanzhou 362021, CHINA
3
East Business Management Research Center, Huaqiao University, Quanzhou, CHINA
4
Key Laboratory of Urban Environment and Health, Institute of Urban Environment, Chinese Academy of Sciences, Xiamen 361021, CHINA
5
University of Chinese Academy of Sciences, Beijing 100049, CHINA
Online publication date: 2017-10-03
Publication date: 2017-10-14
Corresponding author
Fan Yang
Key Laboratory of Urban Environment and Health, Institute of Urban Environment, Chinese Academy of Sciences, Xiamen 361021, China
Key Laboratory of Urban Environment and Health, Institute of Urban Environment, Chinese Academy of Sciences, Xiamen 361021, China
EURASIA J. Math., Sci Tech. Ed 2017;13(10):6963-6972
KEYWORDS
TOPICS
ABSTRACT
This study aims to discuss the effects of flipped teaching supported cooperative learning on MBA students’ learning achievement, attitudes toward technology, cooperative learning attitudes, and course satisfaction in the mathematics and science education. By applying quasi-experimental research, 120 MBA students of a national university in China are selected as the research objects. Two classes are randomly sampled for a class as the experiment group (N = 75) and the other class as the control group (N = 45). The students in the experiment group apply flipped teaching supported cooperative learning, while those in the control group adopt traditional didactic cooperative learning. Both the experiment group and the control group are paired with heterogeneous cognitive styles for the 4-week (16 sessions) teaching experiment. The research results reveal that the flipped teaching supported cooperative learning could actually enhance students’ learning achievement, course satisfaction, and cooperative learning attitudes in the science education. However, there is no significant effect between learning achievement, course satisfaction and cooperative learning attitudes. On the other hand, web-based learning self-efficacy would influence students’ learning achievement and course satisfaction in the mathematics and science education.
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