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Effect of Flipped Classroom with BOPPPS Model on Learners' Learning Outcomes and Perceptions in a Business Etiquette Course

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Abstract

The purpose of the present study was to examine the effect of implementing the flipped classroom (FC) model on students’ learning outcomes in a business etiquette course. Quasi-experimental research was employed and supplemented by a questionnaire and semi-structured interviews. The study participants were 77 students in two classes of a business etiquette course. The experimental group consisted of 57 participants in which the FC with the BOPPPS (bridge-in, objective, pre-assessment, participatory learning, post-assessment, and summary) model was implemented. The comparison group consisted of 20 participants for whom a traditional teaching method was applied. The results revealed that the students in the experimental group outperformed their counterparts in terms of learning outcomes. The perceptions of the experimental group were more favorable than those of the comparison group in terms of the instructor’s teaching and skill learning. Through interviews, it was found that the experimental group students enjoyed the FC teaching method because this approach resulted in more teacher–student interactions and the class was lively, interesting, and explored practical applications for daily life, which markedly enhanced their learning outcomes. The use of FC with the BOPPPS model in business education is feasible and provides another approach to skill learning.

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Acknowledgements

The work reported here was supported by the Ministry of Science and Technology, Taiwan, under Grants MOST 106-2511-S-230-002. The authors also greatly appreciate the valuable suggestions of the journal reviewers and editors.

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Authors and Affiliations

  1. Cheng Shiu University, Kaohsiung City, Taiwan

    Wen-Ling Shih

  2. National Sun Yat-Sen University, No.70, Lianhai Rd., Gushan Dist., Kaohsiung City, 80424, Taiwan

    Chun-Yen Tsai

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  1. Wen-Ling Shih
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Correspondence to Chun-Yen Tsai.

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Appendix

Appendix

Business Etiquette Assessment (Selected Items)

( ) 4. Answer the call should first: (1) Confirm the identity of the caller (2) Ask the customer whom to reach (3) Ask the calling reason.

( ) 13. How to place the knife and fork when the meal is temporarily off? (1) Place it at random (2) Put it back in front of the meal and discharge it on one side of the table (3) One left and one right obliquely placed above the center of the plate.

( ) 16. In the Chinese etiquette, who should you first toast to? (1) Elders (2) Young women (3) Friends they know.

( ) 22. When taking the elevator: (1) the higher position person is advanced (2) the higher position person is the first to go out (3) the priority is for men.

( ) 23. What is the etiquette of walking the stairs? (1) When the lady goes up, the gentleman is at the back (2) When the lady goes down, the gentleman is at the back (3) People can walk side by side.

( ) 24. The principle of business card delivery is (1) the sitting person presents first to the standing person (2) the higher position person presents first to the lower one (3) the lower position person and the visitor present first.

( ) 26. The order in which the boss and the guests are introduced is (1) To introduce the guest to the boss first (2) To introduce the boss to the guest first (3) As long as both have an introduction.

( ) 31. When is the timing of applause during the performance? (1) Whenever there is a wonderful performance (2) The performance ends/ At the end of the performance (3) A short pause between the movements.

( ) 37. How should the napkin be placed if leaving in the middle of the meal? (1) On the table (2) On the chair (3) Any position.

( ) 44. When introducing a friend, which of the following is wrong? (1) Introduce the man to the woman first (2) Introduce the senior to the younger first (3) Introduce the unmarried to the married first.

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Shih, WL., Tsai, CY. Effect of Flipped Classroom with BOPPPS Model on Learners' Learning Outcomes and Perceptions in a Business Etiquette Course. Asia-Pacific Edu Res 29, 257–268 (2020). https://doi.org/10.1007/s40299-019-00475-z

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