文献类型：期刊文献

英文题名：The effectiveness of the TikTok flipped classroom method on students' academic performance in folk art course

作者：Hu, Ting Rasool, Ushba Wang, Lin Chen, Haowei Shi, Honggang

第一作者：胡婷

通信作者：Wang, L[1]

机构：[1]Guizhou Inst Technol, Sch Architecture & Urban Planning, Guiyang, Peoples R China;[2]Zhengzhou Univ, Sch Int Studies, Zhengzhou, Peoples R China;[3]Yunnan Technol & Business Univ, Faulty Marxism, Kunming, Peoples R China;[4]Urban Vocat Coll Sichuan, Sch Educ, Chengdu, Peoples R China;[5]Shihezi Engn Tech Coll, Sch Humanities & Social Sci, Shihezi, Peoples R China

第一机构：贵州理工学院

通信机构：corresponding author), Yunnan Technol & Business Univ, Faulty Marxism, Kunming, Peoples R China.

年份：2025

卷号：257

外文期刊名：ACTA PSYCHOLOGICA

收录：;Scopus(收录号：2-s2.0-105006946601);WOS:【SSCI(收录号:WOS:001503773900004)】；

语种：英文

外文关键词：Folk art; TikTok flipped classrooms; Academic performance; Design abilities; Creativity

摘要：This study investigates the effectiveness of the TikTok flipped classroom method on students' academic performance in a Folk Art course through an empirical research design. The study procedure involved a pre-test examination of 102 first-year Fine Arts students at a Chinese vocational college, where two classes were selected based on their college entrance art exam scores to ensure comparable academic backgrounds. The teaching intervention, spanning eight weeks during the second semester of the 2023-2024 academic year, contrasted an experimental class employing the TikTok flipped classroom method with a control class utilizing traditional teaching methods. The post-test examination followed, assessing the same concepts as the pre-test to maintain rigor and validity. Data analysis was conducted using SPSS 25 for employing paired sample t-tests and ANCOVA. The study addresses two main research questions, focusing on the statistical differences in design abilities namely theoretical knowledge, creativity, practical ability, and discourse ability between pre-tests and post-tests across both control and experimental groups. The findings of the study clearly demonstrate significant improvement in experimental group scores in favor of flipped classroom teaching methods.