Abstract

Author:
Zhonghua Wu, Xiaofeng Zhang

Doi: 10.26480/eldn.02.2024.79.83

This is an open access article distributed under the Creative Commons Attribution License CC BY 4.0, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited

The key to realizing China’s modernization lies in cultivating high-quality talents, with university classrooms playing a pivotal role. Only by reforming outdated teaching models, integrating marketing theories rooted in Chinese culture, leveraging marketing cases with Chinese characteristics, and effectively narrating Chinese stories, can we ignite students’ vitality and achieve superior educational outcomes. As a core course within the business administration discipline, marketing plays a vital role in nurturing students’ qualities and capabilities. Flipped classroom, a relatively new teaching model, has been around for some time, yet its specific effectiveness remains understudied in academic circles. To explore the impact of the flipped classroom approach on learning outcomes in marketing, this paper adopts a quasi-experimental research method, targeting students enrolled in the 2023 semester of the Marketing Department at Jiangxi University of Finance and Economics. The study comprises an experimental group of 52 students and a control group of 56 students. The experimental group underwent a flipped classroom model enriched with Chinese-specific cases, theories, and narratives, while the control group received traditional lecture-based instruction without these Chinese elements, covering various chapters of marketing coursework. Prior to the intervention, both groups completed a marketing learning attitude scale and a pre-midterm test. Following the teaching period, they were administered a post-marketing learning attitude scale and a post-marketing test. After data collection, statistical analysis revealed that the flipped classroom approach positively influences students’ learning attitudes and enhances their learning outcomes. However, it is crucial to note that the flipped classroom model may not be suitable for all chapters of the course, necessitating a tailored approach based on the specific content of each chapter.