Teaching Undergraduate Science Majors How to Read Biochemistry Primary Literature: A Flipped Classroom Approach

Among factors influencing academic performance of a student include socioeconomic, parent educational level, family income, self-motivation, teaching style by teachers and learning style by the student himself. However, spiritual practice is also seen as a stimulus shaping student academic performance moreover for a Muslim student. Therefore, this study is implemented to examine forms of spiritual practice adopted in the daily life of students of the Faculty of Islamic Studies (FIS). This study is also intended to identify the difference of academic performance based on gender, apart from investigating the correlation between spiritual practice and student academic performance. The research design being adopted was a survey. This study used a systematic random sampling as the sampling technique (N=291). Data are collected through the distribution of questionnaires and analyzed according to statistical descriptive and inferential. The findings show that there are several forms of daily kerohanian practice and learning related kerohanian practice done by the 52 students of FIS. This study also indicates that there is a significant difference between male and female students from the academic achievement perspective (t=4.942; p<0.01) and a significant correlation between spiritual practice with student’s academic achievement (r=0. 262 ; p<0.01). Keywords: academic performance, Islamic studies student, kerohanian practices, spirituality

an assigned article to read and a link to the TED-Ed course website. Students completed their first flipped lesson and reported their difficulties using the course website. After gathering students' responses, the materials to be covered during the following in-class session were tailored to meet students' needs. After the session, students were then instructed to thoroughly read the supplied article. Students' comprehension on the article improved significantly, compared to that from previous semesters.

Making it work
The main goal of this assignment was for students to be able to read a scholarly article on protein purification (Bocchini & Angeletti, 1969), to understand the role of each step in the purification process, and to understand how the authors analyzed the purity of purified proteins. The faculty member strategically chose a research article that provided significant details on the protein purification procedures. The core concepts and methodologies of the protein purification were taught in a lecture prior to the distribution of the assignment.
To create the flipped lesson, the librarian searched for the instructional videos on reading primary literature in peer-reviewed teaching resource repositories, such as Peer-Reviewed Instructional Materials Online (PRIMO) and eXplore Chemical Information Teaching Resources (XCITR). The search was also extended to YouTube. Since videos on YouTube were not peerreviewed, their quality and the credibility were carefully evaluated.
A video was chosen and a course page was created on the TED-Ed website (http://ed.ted.com/videos). The following items were added as customized content to the course page ( Figure 1): the lesson instruction (Watch), multiple-choice/open-ended questions (Think), additional resources (Dig Deeper), and discussion forum (Discussion). The quiz questions were designed to help students assess their knowledge on the organization of scholarly articles. Additional resources, such as links to videos on reading tips and strategies, were added to reinforce their learning. A hyperlink to the finalized course page was distributed to the students, and the students could then initiate the flipped lesson at their leisure. In the flipped lesson, students were instructed to 1) watch a video on the structure of the scholarly article (UTSALibraries, 2013), 2) take a quiz, 3) watch additional videos if necessary, 4) read the assigned article, and then 5) participate in the online-class discussion forum. At this point of the exercise, a comprehensive understanding of the article was not expected. Students were instructed to read through the article simply to identify unfamiliar terminology and experimental approaches. Any terms, procedures, or concepts that the students were unfamiliar with were discussed using the online forums on the course page.
TED-Ed provides real time updates on students' progress and comments. The faculty member and librarian collected data on students' completion of the lesson, performance on multiple-choice problems, and comments on the discussion forum.
It is interesting to note that we received a wide range of responses, from simple terminology questions to more fundamental queries, such as interpreting graphs and understanding methodologies. Additional separate resources, tailored to students' self-identified problems, were provided. One of the advantages of this approach is selectively providing more resources for students that lack prior experience without burdening well equipped students.
Prior to the in-class session, the librarian and faculty member collectively decided on topics to be discussed. The librarian presented the library resources to search for scientific terms, shared common challenges with reading scholarly articles, and provided reading tips. The instructor provided an explanation for scientific concepts, such as the role of specific columns used for the protein purification, types of experimental data collected, and how to interpret the graphs.
After the information literacy session, students were instructed to thoroughly read the same article on their own. Lists of questions that guided their reading, as well as the in-class group discussion were provided as additional tools to deepen their understanding. Figure 2  1. Instructors search for instructional videos on sites such as PRIMO and XCITR, or create their own videos.
2. Instructors add additional content to the course website, such as quiz, further readings, and discussion topics.
Share the Lesson: 1. Instructors share the customized video link with students.
2. Students watch the video to learn about the organization of scholarly articles and self-identify their reading obstacles.
Track Learning Progress and Design Class Activities: 1. Instructors evaluate student feedback and responses.

Instructors collectively decide on topics to be discussed in the class
In-Class Activities and Critical Analysis: 1. Informal in-class discussions with students.
2. After the class, students read article thoroughly, then answer guided reading questions.
3. Optional: Another group discussion to deepen their understanding. Overall, the flipped video and class discussion more than adequately prepare students for reading the article without demanding a large fraction of the lecture time. Students provided positive comments on those activities.

Implications
This article highlights the steps of designing a flipped information literacy session to engage students in reading primary literature. Individual activities outside of lecture, such as flipped videos, appeared to be a viable method to accommodate students with various backgrounds. Student feedback suggested this approach enhanced their learning experience. The flipped lessons offer students flexibility in controlling their learning pace. They can also serve as an assessment tool: the instructors can integrate the class surveys in the lesson easily. Instructors can also create their own tutorials and videos that are tailored specifically to the course. The lessons created with TED-Ed have a few advantages compared to those videos and resources embedded within learning management systems. The instructors can invite students from different classes to take the lesson and the lesson can be updated easily by adding and deleting questions, links, and discussion topics. The course materials on TED-Ed can also be shared with people who do not have access to the classroom management system. Some institutions have restrictions on the librarian access privileges to the classroom management system. The TED-Ed platform offers librarians flexibility and control over the design and revision of the flipped lesson. Furthermore, the strategies and technology can be easily applied in other disciplines.