Journal Article

The Impact of Flipped Classroom Approach on College Students Academic Achievement and Motivation

السديس، تغريد علي

2019

Overview

This quasi-experimental study investigated the flipped class¬room approach's impact on the academic achievement and motiva¬tion of seventy-six female college students who were around 21 years old. They enrolled in one of the teacher education programmes. Pre- and post- tests were employed to assess achievement, whereas two separate scales were used to evaluate motivation. Results of the academic achievement post-test revealed mean scores of 50.08 and 40.93 for the experimental and control groups respectively, with a t value of 3.70, which is statistically significant at the .01 level. Regarding motivation, for the first scale, mean scores of 3.51 and 3.24 were obtained by the experimental and control groups respec¬tively, with a t value of 2.00, which is statistically significant at the .05 level. As for the second motivation scale, mean scores of 3.46 and 3.23 were obtained by the experimental and control groups respectively, with a t value of 2.00, which is statistically significant at the .05 level in favor of the former group. Based on these results, it can be concluded that the flipped classroom approach produced both improved motivation and academic achievement in the experi¬mental group. This study was one of a few in the field that tackled flipped learning in relation to teaching English as a foreign language, and conducted on EFL students in their native country. Likewise, it was almost the only one, as based on data searching, that dealt with student teachers as participants

• Publisher: جامعة الكويت - مجلس النشر العلمي
• Subject: إعداد المعلمين / التعليم الجامعي / الصف المقلوب / طرق التدريس / معلمو اللغة الإنجليزية