In the education sector, low satisfaction scores indicate the degree to which learners are unsatisfied with numerous educational issues. These academic concerns consist of lesson content, educator competencies, and teaching techniques. The amount of studies highlighting the value of learner-centered education has expanded – Seeing as the foundation for satisfaction ratings is the greater emphasis on student outcomes. The correlation between satisfaction rating and increased performance is inextricably linked, as students who are happy with their learning processes will likely do better academically. As per the recent assessment of learners’ satisfaction levels, there is an urgent need for workable ways to address the noticeably low satisfaction ratings of high school students taking finance courses at DeKalb High School. As such, this study gives an in-depth investigation of how to implement flipped learning in order to boost student satisfaction in financial courses at Southwest Dekalb High School, Georgia.
Literature Review
Reasons for Poor Satisfaction Scores
The main factors affecting low satisfaction ratings among Dekalb high school students can be identified by Mandasari and Wahyudin (2021), which offers an understanding of poor satisfaction levels. According to the research of Mandasari and Wahyudin (2021), learner satisfaction is greatly influenced by the learning environment. For instance, the traditional learning setting engaged by Dekalb high school prioritizes a teacher-centered approach, which makes the finance students feel less productive and more likely to be dissatisfied. This discontent is brought on by lower engagement and learners’ perceptions of diminished traditional values. Therefore, a traditional learning environment hinders students’ cognitive capacity, disenchants them, and evaluates their performance (Halasa et al., 2020). This study complements the results of Martnez-Jiménez and Ruiz-Jiménez (2020), which show that learners in mixed-learning settings score more favourably than those in Traditional learning environments.
Moreover, according to research by Salmela-Aro and Upadyaya (2020), traditional learning settings place students under more stress and make them more vulnerable to mental exhaustion. These burnouts happen when teachers educate pupils nonstop without giving way to compartmentalizing the material they receive. However, according to a study by Karaoğlan (2022), students in a blended learning setting, which is supported by flipped learning, have a proper chance to delegate duties via classroom group projects (Talis, 2023). As a result, students who are in a flipped learning environment are more motivated, engaged, and content.
Recommendation for Solving the Problem of Low Satisfaction Scores
According to a study by Sointu et al. (2023), flipped learning is very advantageous because of the various befits it offers to the finance educational field. Flipped learning is a technique that assists instructors in prioritizing active learning throughout the class period by providing lecture materials that the students can go through while outside of the classroom before engaging in in-person instructions. This method enhances active engagement by providing lecture notes, videos, and other related learning materials for outside-of-class study to expose students to new subjects on their syllabuses. Flipped learning represents a significant departure from traditional teaching methods that prioritize classroom lessons.
Similarly, the claim of Strelan et al. (2020) contends that, by offering differentiated instructions, flipped learning increases student engagement by primarily drawing satisfaction from the Multiple Intelligence (MI) and Cognitive Learning theories (CL), which place emphasis on each learner’s particular skills. While developing successful lesson plans, educators should consider the needs of their students. This factor allows teachers to modify their pedagogical approaches to meet the requirements of specific students. As a result, students are given individualized lessons that emphasize purposeful material and activities tailored to their individual abilities. By using individualized education, instructors may ensure their pupils feel appreciated. The appreciation emotion the Student experience strengthens the ties between teachers and students, which is vital for raising the satisfaction levels in finance classes at Southwest Dekalb high school – Seeing as students who feel more appreciated by their teachers tend to increase their satisfaction levels compared to those who do not. Consequently, the problem of poor satisfaction levels in finance classes at Southwest Dekalb High School in Georgia can be resolved by the differentiated instructions in flipped learning.
Further, the cutting-edge study by Strelan and Palmer (2020) shows that the utilization of technology in flipped learning promotes student motivation, which raises satisfaction ratings. Many pupils now have unrestricted access to numerous electronic gadgets due to the rising availability of technology. High students regularly use technology for communication, entertainment, and education. As such, adding technology to the student’s educational courses guarantees that they employ recognizable tools in their financial studies (Jenkins & Lin, 2023). The utilization of technology heightens learning interest, thus, elevating student satisfaction scores. The use of visual-audio learning made possible by technology equipment is preferred by students over the potentially dull use of print books (Wang et al., 2020).
The advantages of employing flipped learning to increase student satisfaction become apparent as learners’ interest in using technology increases. The scholarly account of Ryan and Deci (2020) implied that the use of technology is a form of Self-determination theory (SDT), which bears the potential to increase students’ interest in economics and business courses at the high school and college levels. Flipped learning in high school finance courses promotes a more dynamic learning environment, improving student knowledge and performance, according to a study by Murillo-Zamorano et al. (2019).
References
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https://onlinelibrary.wiley.com/doi/abs/10.1002/nop2.492
Jenkins, R., & Lin, P. (2023). AI-Assisted Authorship: How to Assign Credit in Synthetic Scholarship. Available at SSRN 4342909.
https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4342909
Karaoğlan Yilmaz, F. G. (2022). An investigation into the role of course satisfaction on students’ engagement and motivation in a mobile‐assisted learning management system flipped classroom. Technology, Pedagogy, and Education, 31(1), 15-34.
https://www.tandfonline.com/doi/abs/10.1080/1475939X.2021.1940257
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https://www.ethicallingua.org/25409190/article/view/234
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Strelan, P., Osborn, A., & Palmer, E. (2020). Student satisfaction with courses and instructors in a flipped classroom: A meta‐analysis. Journal of Computer Assisted Learning, 36(3), 295–314.
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Talis Oj. (n.d.). OECD.org – OECD. Retrieved March 25, 2023, from https://www.oecd.org/berlin/43541655.pdf
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