The Effects of Motivation on Achievement and Satisfaction in a Flipped Classroom Learning Environment.

摘要

The flipped classroom is a blended, constructivist learning environment that reverses where students gain and apply knowledge. Researchers have provided little empirical evidence that students are more successful in the flipped classroom learning environment compared to the traditional lecture environment. The purpose of this quantitative study was to investigate the constructivist learning theory by comparing the flipped classroom learning environment with the traditional lecture learning environment. A comparison was made using posttest scores and student satisfaction with both instructional models, while considering the level of student academic motivation and pre-knowledge amongst non-science students taking an elective science course at an open-enrollment college. Participants in this study included forty-nine 18 years of age and over college students. To date, the flipped classroom instructional model has not been studied in science courses intended for the non-science major at an open-enrollment college. Using ANCOVA statistical analyses, the findings indicate that there is no significant difference in the posttest scores ( F(1,45) = .091, p = .765) or student satisfaction (F(1,45) = 1.561, p = .218) between the flipped classroom and lecture learning environments while controlling for pre-knowledge and academic motivation. Because of this, it is recommended that the study be repeated with a larger sample size using a mixed-methods design with experienced flipped class instructors so that even small differences in achievement and satisfaction can be detected and evaluated.