Effectiveness of the flipped classroom model on students' self-reported motivation and learning during the COVID-19 pandemic
Effectiveness of the flipped classroom model on students’ self-reported motivation and learning during the COVID-19 pandemic
by -José María Campillo-Ferrer & Pedro Miralles-Martínez , Faculty of Education, University of Murcia, Murcia, Spain
Reviewed by - Nang Aye Aye Htun ( ID : 236511001)
https://drive.google.com/file/d/16tmLTzp0GIC0U-SYcWFLSFxJn_TDUlW8/view?usp=sharing
1. Background of the research
Due to the increasing development of digital technologies and their application in education, new learning opportunities have been offered to the students. It has also facilitated the adoption of innovative approaches in higher education that help to promote collaborative learning, exploration and research in online network learning environment. The COVID-19 pandemic has been one of the main forces that changed the educational landscapes. Lots of researchers have also been searched a wide variety of mechanisms to ensure that teaching can be run on a regular basic. Among them, flipped model classroom is one of the methods they have found out and when use it in the classroom, both teachers and students were very satisfied with it. Latorre- Cosculluela et. al. (2021) concluded that participants were inclined to take a more active role in their own learning process by developing 21st century skills such as critical thinking or creativity under the FC model rather than passively listening to direct instruction. However, further research and reflection are needed on the application of this innovative model and strategies in these new learning scenarios.
2. Research objectives
Main Objective : to analyze the effect that the FC model had on the students’ perceptions of their learning process and progress and their levels of motivation
RO1: To examine students’ views on the effects that the FC model had on their motivation levels at the beginning and end of the core unit during the pandemic period, and in particular:
- To analyze their opinions on the impact this model had, as well as the variety of techniques and strategies used on their level of motivation according to the gender of the participants.
- To examine their impressions of the effects of this model, as well as the variety of techniques and strategies used on their level of motivation according to their experience under this approach.
- To analyze their impressions of the effects this model had, as well as the variety of techniques and strategies used on their level of motivation according to their level of digital competence under this approach.
RO2: To analyze their impressions of the learning achieved under a flipped methodology at the beginning and end of the core unit during the COVID-19 pandemic, and in particular:
- To examine their impressions of the learning developed, as well as the variety of techniques and strategies used in the core unit according to the gender of the participants.
- To analyze their impressions of the learning developed, as well as the variety of techniques and strategies used in the core unit according to their experience under this approach.
- To analyze their perspectives on the learning developed, as well as the variety of techniques and strategies used in the core unit according to their level of digital competence under this approach.
3. Research methodology
- A quasi-experimental design was adopted through pre-test and post-test questionnaires
- A quantitative methodology was applied to examine university students’ perceptions of their learning process within this flipped model
- Following the design of the pre-test and post-test, identical assessment measures were provided to participants before and after they had learned with this blended learning approach, to analyze comparative data, focusing on significant differences in learning perceptions at the end of the term.
Participants : Second year students of the Primary Education degree
sample comprised 179 studnet teachers ( aged 19- 39 years / 43 men and 136 women)
Research tool: Ad Hoc questionnaire with Likert scale of 1 to 5: 1 is very poor and 5 is excellent _____36 items which covers four areas
1. Self-perceived motivation
2. Self-perceived acquisition of digital competencies
3. The effectiveness of the approach on students’ learning process
4. Reported views on students’ learning of democratic education.
Data Analysis: SPSS (V 26.0)
Reliability test: Cronbach’s Alpha (* Cronbach’s alpha value to equal to or higher 0.70 shows good consistency)
Validity test: Bartlett’s test of sphericity & a principal component analysis (PCA)
5. Research Findings
· Male students’ extrinsic motivation is higher than intrinsic motivation.
· Female students scored similarly between the two motivations
· Both male and female students show positive perception of their learning process both before and after the implementation of the FC approach
· Differences were found between the subgroups with different levels of e-proficiency: students with higher proficiency in using technology score higher vice versa.
· Both male and female show positive evaluation of the FC approach both in reported motivation and perception of learning.
6. Strengths and weaknesses of the Research
strengths: the data is checked for reliability and validity. Many data instruments are used.
Effectiveness of the flipped classroom model on students’ self-reported motivation and learning during the COVID-19 pandemic
by -José María Campillo-Ferrer & Pedro Miralles-Martínez , Faculty of Education, University of Murcia, Murcia, Spain
Reviewed by - Nang Aye Aye Htun ( ID : 236511001)
https://drive.google.com/file/d/16tmLTzp0GIC0U-SYcWFLSFxJn_TDUlW8/view?usp=sharing
1. Background of the research
Due to the increasing development of digital technologies and their application in education, new learning opportunities have been offered to the students. It has also facilitated the adoption of innovative approaches in higher education that help to promote collaborative learning, exploration and research in online network learning environment. The COVID-19 pandemic has been one of the main forces that changed the educational landscapes. Lots of researchers have also been searched a wide variety of mechanisms to ensure that teaching can be run on a regular basic. Among them, flipped model classroom is one of the methods they have found out and when use it in the classroom, both teachers and students were very satisfied with it. Latorre- Cosculluela et. al. (2021) concluded that participants were inclined to take a more active role in their own learning process by developing 21st century skills such as critical thinking or creativity under the FC model rather than passively listening to direct instruction. However, further research and reflection are needed on the application of this innovative model and strategies in these new learning scenarios.
2. Research objectives
Main Objective : to analyze the effect that the FC model had on the students’ perceptions of their learning process and progress and their levels of motivation
RO1: To examine students’ views on the effects that the FC model had on their motivation levels at the beginning and end of the core unit during the pandemic period, and in particular:
- To analyze their opinions on the impact this model had, as well as the variety of techniques and strategies used on their level of motivation according to the gender of the participants.
- To examine their impressions of the effects of this model, as well as the variety of techniques and strategies used on their level of motivation according to their experience under this approach.
- To analyze their impressions of the effects this model had, as well as the variety of techniques and strategies used on their level of motivation according to their level of digital competence under this approach.
RO2: To analyze their impressions of the learning achieved under a flipped methodology at the beginning and end of the core unit during the COVID-19 pandemic, and in particular:
- To examine their impressions of the learning developed, as well as the variety of techniques and strategies used in the core unit according to the gender of the participants.
- To analyze their impressions of the learning developed, as well as the variety of techniques and strategies used in the core unit according to their experience under this approach.
- To analyze their perspectives on the learning developed, as well as the variety of techniques and strategies used in the core unit according to their level of digital competence under this approach.
3. Research methodology
- A quasi-experimental design was adopted through pre-test and post-test questionnaires
- A quantitative methodology was applied to examine university students’ perceptions of their learning process within this flipped model
- Following the design of the pre-test and post-test, identical assessment measures were provided to participants before and after they had learned with this blended learning approach, to analyze comparative data, focusing on significant differences in learning perceptions at the end of the term.
Participants : Second year students of the Primary Education degree
sample comprised 179 studnet teachers ( aged 19- 39 years / 43 men and 136 women)
Research tool: Ad Hoc questionnaire with Likert scale of 1 to 5: 1 is very poor and 5 is excellent _____36 items which covers four areas
1. Self-perceived motivation
2. Self-perceived acquisition of digital competencies
3. The effectiveness of the approach on students’ learning process
4. Reported views on students’ learning of democratic education.
Data Analysis: SPSS (V 26.0)
Reliability test: Cronbach’s Alpha (* Cronbach’s alpha value to equal to or higher 0.70 shows good consistency)
Validity test: Bartlett’s test of sphericity & a principal component analysis (PCA)
5. Research Findings
· Male students’ extrinsic motivation is higher than intrinsic motivation.
· Female students scored similarly between the two motivations
· Both male and female students show positive perception of their learning process both before and after the implementation of the FC approach
· Differences were found between the subgroups with different levels of e-proficiency: students with higher proficiency in using technology score higher vice versa.
· Both male and female show positive evaluation of the FC approach both in reported motivation and perception of learning.
6. Strengths and weaknesses of the Research
strengths: the data is checked for reliability and validity. Many data instruments are used.
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