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: An educational interventional study employing a pretest-posttest design was conducted with an intervention and a control group. The study enrolled sixty eligible students who were studying in two elementary schools from August to 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 used the standardized questionnaire, the Harter Academic Motivation, which consists of 33 questions. Also, for measuring the learning achievement, we developed a 20-item multiple-choice questionnaire. Data were analyzed using IBM SPSS v 22.0. Multivariate analysis of covariance (MANCOVA) was performed. P-value<0.05 was considered as the significance level. 
Results: The mean learning achievement and academic motivation scores in the intervention groups increased more than that the control group significantly (P<0.001). In contrast, in the control group, no significant changes were observed (P>0.05). 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: According to the results, flipped classroom approach can improve the students’ learning achievement and academic motivation regarding 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. Learning Environments Research. 2022 Jul;25(2):581-99.
  2. Kurt G. Implementing the flipped classroom in teacher education: Evidence from Turkey. Journal of Educational Technology & Society. 2017 Jan 1;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 Apr 1;8(1).
  4. Tzenios N. Clustering Students for Personalized Health Education Based on Learning Styles. Sage Science Review of Educational Technology. 2020 Nov 28;3(1):22-36.
  5. Nederveld A, Berge ZL. Flipped learning in the workplace. Journal of Workplace Learning. 2015 Mar 2;27(2):162-72.
  6. Goedhart NS, Blignaut-van Westrhenen N, Moser C, Zweekhorst MB. The flipped classroom: supporting a diverse group of students in their learning. Learning Environments Research. 2019 Jul 15;22:297-310.
  7. Guilloteaux MJ, Dörnyei Z. Motivating language learners: A classroom‐oriented investigation of the effects of motivational strategies on student motivation. TESOL quarterly. 2008 Mar;42(1):55-77.
  8. Harandi SR. Effects of e-learning on Students’ Motivation. Procedia-Social and Behavioral Sciences. 2015 May 11;181:423-30.
  9. Dörnyei Z. Motivation in action: Towards a process‐oriented conceptualisation of student motivation. British journal of educational psychology. 2000 Dec;70(4):519-38.
  10. Jdaitawi M. The effect of flipped classroom strategy on students learning outcomes. International Journal of Instruction. 2019 Jul;12(3):665-80.
  11. Rodríguez G, Díez J, Pérez N, Baños JE, Carrió M. Flipped classroom: Fostering creative skills in undergraduate students of health sciences. Thinking Skills and Creativity. 2019 Sep 1;33:100575.
  12. Jdaitawi M. The effect of flipped classroom strategy on students learning outcomes. International Journal of Instruction. 2019 Jul;12(3):665-80.
  13. Strelan P, Osborn A, Palmer E. The flipped classroom: A meta-analysis of effects on student performance across disciplines and education levels. Educational Research Review. 2020 Jun 1;30:100314.
  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. Journal of Interprofessional Education & Practice. 2018 Jun 1;11:7-11.
  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 Medical Education. 2018 Dec;18(1):1-8.
  17. Hava K. Exploring the role of digital storytelling in student motivation and satisfaction in EFL education. Computer Assisted Language Learning. 2021 Sep 3;34(7):958-78.
  18. Phillips J, Wiesbauer F. The flipped classroom in medical education: A new standard in teaching. Trends in Anaesthesia and Critical Care. 2022 Feb 1;42:4-8.
  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.
  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 Dec 23:1-3.
  22. Sanakulovna AN. The Use of the Innovative “Flipped Classroom” Model for the Organization of Independent Learning Activities of Students. European journal of innovation in nonformal education. 2021 Dec 16;1(2):76-8.
  23. van Alten DC, Phielix C, Janssen J, Kester L. Self-regulated learning support in flipped learning videos enhances learning outcomes. Computers & Education. 2020 Dec 1;158:104000.
  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 Mar 7;13(5):2888.
  25. Nja CO, Orim RE, Neji HA, Ukwetang JO, Uwe UE, Ideba MA. Students’ attitude and academic achievement in a flipped classroom. Heliyon. 2022 Jan 1;8(1).
  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 Family Practice. 2021 Dec;22(1):1-8.
  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. International Journal of Nursing Studies. 2022 Jul 21:104327.
  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. Computer Assisted Language Learning. 2022 Nov 2;35(8):1890-919.
Interdisciplinary Journal of Virtual Learning in Medical Sciences
Volume 14, Issue 3 - Serial Number 54
September 2023
Pages 216-224

Files

Share

How to cite

Statistics