The Effect of Flipped-Classroom on Students’ Achievement Motivation and Learning in Computer Course

Subject Areas : Research in Curriculum Planning

Fatemeh Joshaghan nejhad ¹ , Mohsen Bagheri ²

1 - Master of Educational Technology, Arak University,Iran.
2 - Assistant Professor of Educational Technology, Department of Education & Psychology, University of Arak , Iran

Received: 2016-07-10 Accepted : 2017-12-30 Published : 2018-09-23

Keywords: individual flipped learning, Group flipped learning, Computer course, achievement motivation,

Abstract :

The purpose of this study is to investigate the effect of flippedclassroomon students' achievement motivation and learning in computer course. The population consisted of educational technology students of Arak University in the first semester 2015-2016. And 41 students who choosed principle of computer course were selected by purposeful sampling method as a research sample. Students’ randomly assigned in group flipped training (n = 14), individual flipped training (n = 14) and control groups (n = 13). In the current study, quasi-experimental research design was used. In the control group, the traditional method was used, and in the experimental groups flipped classroom method was applied. In order to collect the data of achievement motivation Harter questionnaire (1991), and for computer learning the teacher made tests was used. Part-scale reliability coefficients of this equipment with the formula 20 Kuder-Richardson between 0.054 to 0.084 has been reported. For gathering data of learning teacher mad test was used. Face and content validity of the test has been approved through two specialists. As well as, analysis of variance (Anova) and covariance (Ancova) were used for data analysis. According to The results the mean score of students' achievement motivation in flipped classrooms had increased compared to the traditional classroom. Although the difference was not significant and the difference was statistically significant only in the components of external motivation. As well as, the mean score of student learning in the flipped classrooms was increased than the traditional classroom, although significant differences were not reported. And only there was significant difference between groups in the practical learning subscale. It can be concluded that flipped classroom in case for provide context more efficient to execute than traditional teaching.

References:

Badiee, Elahe; Farajollahi, Mehran. (2016).

The effect of designed content based on every Gardner’s multiple intelligence in interactive gamut on students’ learning in conservatory school in compound education. Journal of research in curriculum planning. 13(22),13-22. [Persian

Baker, J. W. (200). The “Classroom Flip”: Using web course management tools to become the guide by the side. In J. A. Chambers (Ed.), Selected papers from the 11th International Conference on College Teaching and Learning (pp. 9-17). Jacksonville, FL: Florida Community College at Jacksonville.

Baker, J. W. (2011).The origins of “The Classroom Flip”. Unpublished manuscript, Department of Media & Applied Communications, Cedarville University, Cedarville.

 Brewer, Ay.dabylv; Dvzhvnj, Zh.a; Astvnt, V.zh. (2004). To online learning (e) the transition from traditional teaching and communication strategies. Translation F. elders and Abbas businessman. Tehran: Nshrag·h. (Published in the original language. 2001). [persian]

Brur, A.W. (2003). Moving to onlin learning, making transition form traditional instruction and communication strategies.  Translated by Faride Mashyekh and Abas Bazargan harandi. Tehran: Aghah publication. [persian]

Butzler, Kelly B. (2014). The Effects of Motivation on Achievement and Satisfaction in a Flipped Classroom Learning Environment. Dissertation Manuscript. Submitted to Northcentral University. Graduate Faculty of the School of Education in Partial Fulfillment of the Requirements for the Degree of doctor of education.

Crumpacker, N. (2003). Faculty pedagogical approach skill and motivation intoday's distance education milieu. ERIC Document Reproduction Service.

Durrell, Caroline. (2014). Reverse the effect of class biology lesson years 2012 to 2011.

 

Electronic publishing: school growth Frda.dvrh 11, No. 5.

Ebadi,Rahim. (2007). Information technology and education. Tehran: Institute for Development of educational technology smart schools. [persian]

Farah, Mireille. (2014). The Impact of Using Flipped Classroom Instruction on the Writing Performance of Twelfth

Grade Female Emirati Students in the Applied Technology High School (ATHS). Dissertation Submitted in Partial Fulfillment of the Requirements of the Degree of Master of Education in Teaching English to Speakers of Other Languages (TESOL). The British University in Dudai.

Ghandali, Zahra; Zarrabian, Farzan; Jafari, Fataneh; and Tajik Filstan, Hasan. (2015). Effect of electronic bag software on achievement motivation of middle school student, Journal of information and communication technology in education. 4(2).15-30. [persian]

 Harter S, (1981).A new self -report scale of intrinsic versus extrinsic orientation in classroom: Motivational and informational componaents, Developmental Psychology, 17 (3), 300-312.

Harter, S & Jackson, B. K,. (1992). Trait versus nontrait conceptualization of intrinsic/extrinsic motivational orientation, Motivation and Emotion, 16,209-230.

http://lessonplanspage.com/teachers-guide-to-the-flipped-classroom/

Karimi, Abdul Azeem. (2005). Education inhibits creativity. Journal of Management Education. [persian]

Khosravi, Mhbobah. (2003).Education in the information society seminar information society and training. Shiraz University. [persian]

Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gatewaytocreating an inclusive learning environment. The Journal of Economic Education,

31 (1), 30–43.

Musallam, R. (2010). The effects of screencasting as a multimedia pre-training tool to manage the intrinsic load of chemical equilibrium instruction for advanced high school chemistry students (Doctoral Dissertation, University of San Francisco).

Naeemi Hoseini, Fakhrozaman; Zare, Hosein; Hormozi, Mahmood, Shaghaghi, Farhad; Kaveh, Mohammad Hosein. (2011). Blended learing and its effect on students achievement motivation and satisfaction. Journal of Technology of education. 7(1).23-32. [persian]

Namur, Joseph, a rare, self-pr ...; Shariatmadari, Ali, Saif Naraqi, Mary. (2011). The impact of web-based learning and problem-solving approach to the development of logical thinking English language students of Islamic Azad University, Ardabil. Journal of Curriculum Development, University Branch. Volume 2. 1 and 2. P. 84-95. [persian]

Pak Nia, Leila, Nadi, Muhammad Ali, Safari, John M. Zadeh, Hossein. (2014). Fifth-grade science-based educational software designed metacognition and its effect on student motivation and academic achievement. Journal of Curriculum Development, University Branch. Volume 2. No. 12. pp. 24-35. [persian]

Karimi, Sadigheh; Nasr, Ahmadreza; Sharif, Mostafa. (2016). Universtiy challenges in compiling of the suitable content with competencies of lifelong learner. Journal of research in curriculum planning.13(23),14-26. [persian]

Oudi, Dawood; Nazeeri, Ahmad; pasban, F; Kianfar, S. (2007). Study Students view regarding the factors affecting their academic motivation. Journal of Birjand University School of Nursing. Number:2.s (1). p: 39-35. [persian]

Rais Dana, F. Liqaa. (2004). Educational Technology is committed in the field of learning. Seminar on Engineering Education Reform. [persian]

Rovai, A. P., & Jordan, H. M. (2004). Blended learning and sense of community: A comparative analysis with traditional and fully Online graduate course. The International Review of Research in Open and Distance Learning. 5, 2, ISSN: 1492-3831.

Santrak, John W.. (2004). Educational Psychology. Translators: Daneshfar, Saeedi Shahidah, Araghchi Mahshid. (2009). Tehran: Rasa. [persian]

Serrano, H. M., Gonzalez, S. M. & Munoz, R. J. (2009). Designing learning environments improving social interactions: essential variables for virtual training space. Procedural Social and Behavioral Science. 1: 2411-2415.

Staker, H., & Horn, M. (May2012). Classifying K–12 Blended  learning.

I N NOS IGH T I N S T I T U T E.

Talib zadgan, Mitra. (1999). Factors contributing to the successful academic achievement of students in Ahwaz third girl. Internal Journal of Khvzstan Research Council. Numbers:1. [persian]

Wei Zheng; Timothy Becker and Xuedong Ding. (2014). The Effects of "Flipped Classroom" Concept on the Effectiveness of Teaching. Department of Engineering and Technology, Department of Construction, Department of Operations and Management, University of Wisconsin -Stout,Menomonie

Wolff, L. C., & Chan, J. (2016). Flipped Classrooms for Legal Education. Springer.