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Table 1 Six questions to students about the course effectiveness

From: A quasi-qualitative analysis of flipped classroom implementation in an engineering course: from theory to practice

Question # Detail Multiple options
Q1 Pre-class activities such as preparing before class helped me to enhance my class participation and talking about ideas in class. a) Strongly agree
b) Agree
c) Slightly agree
d) Slightly disagree
e) Disagree
f) Strongly disagree
Q2 Class activities with peers such as talking about ideas and cooperative learning with other students helped me to develop my thinking skills (e.g. problem-solving and critical analysis), and communication skills.
Q3 Class activities with teachers such as teacher-student interaction promoted creativity, enable new ways of critical thinking and problem-solving.
Q4 After class activities such as ‘students’ feedback for their learning’ helped me to be self-aware about my learning progress compared to my peers in the class.
Q5 Flipped classroom cognitive impact concept helped to develop and improve students’ thinking skills (e.g. problem-solving and critical analysis), and communication skills.
Q6 Flipped classroom practicum impact concept helped to improve constructivism or experience-based learning.