Students' Perceptions of Perseverance in Online Learning Through the Flipped Classroom Model: A Case Study in a Physics Course

Abstract

This research has been conducted to examine students' perceptions of perseverance in online learning activities through implementing flipped learning for the students at the college level. The data have been gathered through an online questionnaire from 325 first-year students attending physics courses in the Department of Mechanical Engineering at Cao Thang Technical College. Cronbach's Alpha is performed to examine the internal consistency of the associated factors. The exploratory factor analysis is used to extract the variables and measure the factor loadings. Nine factors have been found to evaluate students' perseverance through a physics course, including goal and learning outcome, goal commitment, assessment strategy, value of learning activities, learning task, ability to perform tasks, ability to control learning, types of interactions, and types of presence. The relationship between the nine independent variables and the dependent variable is run by using the linear regression model. The results showed that nine independent variables positively impact students' perseverance.