Journal of Chaohu University ›› 2019, Vol. 21 ›› Issue (3): 149-156.doi: 10.12152/j.issn.1672-2868.2019.03.021
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The purpose of this study was to examine the satisfaction of sports anatomy students in flipped learning and to analyze their academic achievement in comparison with lecture class. The subjects were 40 students who participated in flipped learning during sports anatomy course in the first year. After performing flipped learning,formative assessment was conducted and the degree of satisfaction was examined. Questionnaires of satisfaction were developed to identify the perceptions of students on flipped learning. To compare the academic achievement of students, formative assessments were conducted at the end of the flipped learning class and the lecture class. The data was analyzed by frequency and paired t-test method. The students showed a high level of frequency in using lecture notes （80.6%）and lecture slides （74.2%）among the pre-class learning resources. The average score （3.89）was higher for the factor of interaction and collaboration in the classroom than for the factor of improving learning （3.62）. The average score of the students in the formative assessment was 4.28 points （out of 10 points）in the#br# lecture class, while it was 5.56 points （out of 10 points）in the flipped learning class, thus showing a statistically significant difference （t=-4.203, p<0.001）. It was observed from the reaction of the students that flipped learning is helpful for the interaction and collaboration in the classroom. It is expected that this result will be useful as basic data for sports anatomy course to try flipped learning in the future.
