The effectiveness of a microlearning-supported flipped classroom model in improving learning achievement and student attitudes was investigated among vocational college students enrolled in Information Technology (IT) courses in Zibo City, China. While the flipped classroom model—characterized by pre-class engagement with instructional content and in-class participatory learning—has been widely adopted in vocational education, concerns regarding cognitive overload and limited student engagement persist. To address these challenges, microlearning was integrated to deliver content in concise, targeted segments intended to enhance comprehension and reduce extraneous cognitive load. A quasi-experimental design was employed involving 60 first-year students, who were randomly assigned to either an experimental group (microlearning-supported flipped classroom) or a control group (traditional flipped classroom). Learning outcomes were evaluated using a 50-item IT achievement test, while student attitudes were assessed through a 20-item Likert-scale questionnaire covering four attitudinal dimensions. High instrument validity, i.e., average Scale-level Content Validity Index (SCVI/ave) = 0.977, and internal reliability (Cronbach’s α = 0.958) were established. No significant differences were observed in the pre-test scores between groups, confirming baseline equivalence. Post-intervention results demonstrated a statistically significant improvement in the experimental group (M = 52.733, SD = 3.805) compared to the control group (M = 49.600, SD = 3.838), t (58) = 3.376, p = 0.002), indicating enhanced academic performance. Favorable shifts in learning attitudes were also observed among students exposed to the microlearning-enhanced model, although the four-week intervention period constrained the generalizability of these attitudinal outcomes. These findings suggest that the incorporation of microlearning elements into flipped classroom pedagogies can foster more effective engagement and lead to measurable improvements in academic performance within vocational IT education contexts. Future research involving extended implementation periods and larger, more diverse sample populations is recommended to further validate the durability and scalability of these effects.
The extent to which students’ cultural values influence mathematical problem-solving skills was investigated, with emphasis placed on the moderating effect of prior mathematical knowledge and the mediating role of student motivation. A mixed-methods design was employed to ensure both quantitative and qualitative dimensions of the inquiry were addressed, enabling a comprehensive understanding of the underlying relationships. A purposive sample of 370 students from culturally diverse regions of Ghana was selected to ensure contextual validity and sociocultural relevance. It was found that students’ cultural values significantly shaped their problem-solving performance, particularly in relation to cognitive processing strategies and the selection of problem-solving heuristics. The relationship between cultural values and problem-solving skills was moderated by students’ prior knowledge, with students possessing a stronger foundational understanding of mathematics deriving greater benefit from cultural alignment. Contrary to expectations, the mediating effect of student motivation on this relationship was not supported, suggesting that while motivation is influenced by cultural values, it does not serve as a direct conduit for enhanced problem-solving capability. These findings underscore the necessity of incorporating culturally responsive pedagogical strategies that recognize and harness cultural value systems as cognitive assets. Furthermore, implications for curriculum development and teacher training were discussed, with a recommendation that future research explore context-specific interventions that operationalize cultural capital to improve mathematical learning trajectories.
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