Enhancing the Students’ Academic Motivation and Learning Achievement through the Flipped Classroom Approach: An Educational Intervention

Document Type : Original Article

Authors

1 Department of Equational Technology, Shiraz Branch, Islamic Azad University, Shiraz, Iran

2 Department of E-learning, Virtual School, Shiraz University of Medical Sciences, Shiraz, Iran

3 Department of Epidemiology and Biostatistics, Faculty of Health, Shahrekord University of Medical Sciences, Shahrekord, Iran

Abstract

Background: Academic motivation is a fundamental aspect of learning that provides intensity and direction to a learner’s behavior. In recent years, the flipped classroom teaching method has gained popularity as a pedagogical approach that aims to enhance student learning outcomes and engagement. This study aimed to compare the efficacy of flipped classroom approach on elementary school students’ academic motivation and learning achievement.
Methods: A pretest-posttest educational intervention study was carried out, involving both an intervention group and a control group. The research included 60 qualified students from two elementary schools in Shiraz, Iran, between August and December 2021. They were randomly allocated to intervention (flipped classroom approach, n=30) and control (traditional method, n=30) groups. To measure academic motivation, we utilized the Harter Academic Motivation standardized questionnaire, which consists of 33 items. Also, for measuring the learning achievement, a 20-item multiple-choice questionnaire was developed. The data were examined using IBM SPSS version 22.0. A Multivariate Analysis of Covariance (MANCOVA) was conducted, with statistical significance set at a p-value of less than 0.05.
Results: The average scores for learning achievement and academic motivation in the intervention groups showed a significantly greater increase compared to the control group (P<0.001). In contrast, in the control group, no significant changes were observed (P=0.29; p=0.80). Additionally, the outcomes demonstrated a significant increase in academic motivation scores among the flipped classroom group, particularly in the areas of preference for challenging academic tasks, focus on students’ curiosity, tendency towards independent mastery, and preference for easy work subscales, compared to the control group (P<0.001). The study did not find significant improvements in other areas of extrinsic motivation, such as satisfaction with the instructor or achieving grades, and reliance on the teacher’s evaluation.
Conclusion: Based on the findings, the flipped classroom approach has the potential to enhance students' academic performance and motivation in science.

Keywords

References

  1. Cayubit RF. Why learning environment matters? An analysis on how the learning environment influences the academic motivation, learning strategies and engagement of college students. Learn Environ Res. 2022;25(2):581-99. doi:10.1007/s10984-021-09382-x.
  2. Kurt G. Implementing the flipped classroom in teacher education: Evidence from Turkey. J Educ Techno Soc. 2017;20(1):211-21.
  3. Alzoebi AM, Ghunaimat MA, Alawneh EA. The Effects of Flipped Classroom Strategy Based on” Addie Model” for Algebraic Skill Development. Anatolian Journal of Education. 2023;8(1):141-58. doi:10.29333/aje.2023.8110a.
  4. Tzenios N. Clustering Students for Personalized Health Education Based on Learning Styles. SSRET. 2020;3(1):22-36
  5. Nederveld A, Berge ZL. Flipped learning in the workplace. J Workplace Learn. 2015;27(2):162-72. doi:10.1108/JWL-06-2014-0044.
  6. Goedhart NS, Blignaut-van Westrhenen N, Moser C, Zweekhorst MB. The flipped classroom: supporting a diverse group of students in their learning. Learn Environ Res. 2019;22:297-310. doi.org/10.1007/s10984-019-09281-2.
  7. Guilloteaux MJ, Dörnyei Z. Motivating language learners: A classroom‐oriented investigation of the effects of motivational strategies on student motivation. TESOL quarterly. 2008;42(1):55-77. doi:10.1002/j.1545-7249.2008.tb00207.x.
  8. Harandi SR. Effects of e-learning on Students’ Motivation. Procedia Soc Behav Sci. 2015;181:423-30. doi:10.1016/j.sbspro.2015.04.905.
  9. Dörnyei Z. Motivation in action: Towards a process‐oriented conceptualisation of student motivation. Br J Educ Psychol. 2000;70(4):519-38. doi: 10.1348/000709900158281. PubMed PMID: 11191185.
  10. Jdaitawi M. The effect of flipped classroom strategy on students learning outcomes. International Journal of Instruction. 2019;12(3):665-80. doi:10.29333/iji.2019.12340a.
  11. Rodríguez G, Díez J, Pérez N, Baños JE, Carrió M. Flipped classroom: Fostering creative skills in undergraduate students of health sciences. Think Skills Creat. 2019;33:100575. doi:10.1016/j.tsc.2019.100575.
  12. Cabı E. The Impact of the Flipped Classroom Model on Students’ Academic Achievement. IRRODL. 2018;19(3):202-21. doi: 10.19173/irrodl.v19i3.3482.
  13. Strelan P, Osborn A, Palmer E. The flipped classroom: A meta-analysis of effects on student performance across disciplines and education levels. Educ Res Rev. 2020;30(6):100314. doi:10.1016/j.edurev.2020.100314.
  14. Behbahanirad A, Sahmeddini S, Karimnezhand Khas R, Shojaei A. The Relationship of Teachers’ Characteristics and Dentistry Students’ Academic Motivation at Shiraz University of Medical Sciences During the COVID-19 Pandemic. Interdiscip J Virtual Learn Med Sci. 2022;13(4):2-8. doi: 10.30476/ IJVLMS.2023.96336.1174..
  15. Ohtake PJ, Lyons A, Glogowski M, Stellrecht E, Aronoff N, Grabowski J, Zafron ML. Using an interprofessional flipped classroom educational strategy for developing evidence-based practice knowledge and skills. J Interprof Educ Pract. 2018;11:7-11. doi:10.1016/j.xjep.2017.12.010.
  16. Shiau S, Kahn LG, Platt J, Li C, Guzman JT, Kornhauser ZG, Keyes KM, Martins SS. Evaluation of a flipped classroom approach to learning introductory epidemiology. BMC Med Educ. 2018;18(1):63. doi: 10.1186/s12909-018-1150-1. PubMed PMID: 29609654; PubMed Central PMCID: PMC5879803.
  17. Hava K. Exploring the role of digital storytelling in student motivation and satisfaction in EFL education. Comput Assist Lang Learn. 2021;34(7):958-78. doi:10.1080/09588221.2019.1650071.
  18. Phillips J, Wiesbauer F. The flipped classroom in medical education: A new standard in teaching. Trends Anaesth Crit Care. 2022;42:4-8. doi: 10.1016/j.tacc.2022.01.001. PubMed PMID: 38620968; PubMed Central PMCID: PMC9764229.
  19. Hasaninasab M, Nazarifar M, Mansoori S. Effectiveness of Flipped Learning on Academic Emotions in Arak University Students. Interdiscip J Virtual Learn Med Sci. 2022;13(3):2-12. doi: 10.30476/ IJVLMS.2022.96058.1171.
  20. Humrickhouse E. Flipped classroom pedagogy in an online learning environment: A self-regulated introduction to information literacy threshold concepts. The Journal of Academic Librarianship. 2021 Mar 1;47(2):102327. doi: 10.1016/j.acalib.2021.102327.
  21. Korkmaz S, Mirici İH. Converting a conventional flipped class into a synchronous online flipped class during COVID-19: university students’ self-regulation skills and anxiety. Interactive Learning Environments. 2021;31(9):1-3. doi:10.1080/10494820.2021.2018615.
  22. Sanakulovna AN. The Use of the Innovative “Flipped Classroom” Model for the Organization of Independent Learning Activities of Students. EJINE. 2021;1(2):76-8.
  23. Alten DCD van, Phielix C, Janssen J, Kester L. Self-regulated learning support in flipped learning videos enhances learning outcomes. Comput Educ. 2020;158:104000. doi:10.1016/j.compedu.2020.104000.
  24. Zhao L, Liu X, Su YS. The differentiate effect of self-efficacy, motivation, and satisfaction on pre-service teacher students’ learning achievement in a flipped classroom: A case of a modern educational technology course. Sustainability. 2021;13(5):2888. doi: 10.3390/su13052888.
  25. Nja CO, Orim RE, Neji HA, Ukwetang JO, Uwe UE, Ideba MA. Students’ attitude and academic achievement in a flipped classroom. Heliyon. 2022;8(1):e08792. doi: 10.1016/j.heliyon.2022.e08792. PubMed PMID: 35128096; PubMed Central PMCID: PMC8800036.
  26. Chen L, Lin T, Tang S. A qualitative exploration of nursing undergraduates’ perceptions towards scaffolding in the flipped classroom of the Fundamental Nursing Practice Course: a qualitative study. BMC Fam Pract. 2021;22(1):245. doi: 10.1186/s12875-021-01597-4. PubMed PMID: 34903171; PubMed Central PMCID: PMC8670122.
  27. Barranquero-Herbosa M, Abajas-Bustillo R, Ortego-Maté C. Effectiveness Of Flipped Classroom In Nursing Education. A Systematic Review Of Systematic And Integrative Reviews. Int J Nurs Stud. 2022;135:104327. doi: 10.1016/j.ijnurstu.2022.104327. PubMed PMID: 35944288.
  28. Jiang L, Zang N, Zhou N, Cao H. English teachers’ intention to use flipped teaching: Interrelationships with needs satisfaction, motivation, self-efficacy, belief, and support. Comput Assist Lang Learn. 2022;35(8):1890-919. doi:10.1080/09588221.2020.1846566.
Interdisciplinary Journal of Virtual Learning in Medical Sciences
Volume 14, Issue 3 - Serial Number 54
September 2023
Pages 216-224

Files

History

  • Receive Date: 10 March 2023
  • Revise Date: 25 March 2023
  • Accept Date: 08 April 2023
  • Publish Date: 01 September 2023

Share

How to cite

Statistics