Flipped Classroom adapted to the ARCS Model of Motivation and applied to a Physics Course

This study aims to determine the effect on the achievement, motivation and self-sufficiency of students of the flipped classroom approach adapted to Keller's ARCS (Attention, Relevance, Confidence and Satisfaction) motivation model and applied to a physics course. The study involved 66 students...

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Vydáno v:Eurasia Journal of Mathematics, Science and Technology Education Ročník 12; číslo 6; s. 1589 - 1603
Hlavní autoři: Aşıksoy, Gülsüm, Özdamlı, Fezile
Médium: Journal Article
Jazyk:angličtina
Vydáno: East Sussex EURASIA 01.06.2016
Témata:
Blended Learning
College Students
Concept Formation
Control Groups
Experimental Groups
Flipped classroom
Foreign Countries
Homework
Likert Scales
Mixed Methods Research
Motivation
Physics
Pretests Posttests
Questionnaires
Science Instruction
Science Tests
Scientific Concepts
Self sufficiency
Semi Structured Interviews
Student Attitudes
Students
Technology Uses in Education
Turkey
Video Technology
Turkey
ISSN:1305-8223, 1305-8215, 1305-8223
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Shrnutí:This study aims to determine the effect on the achievement, motivation and self-sufficiency of students of the flipped classroom approach adapted to Keller's ARCS (Attention, Relevance, Confidence and Satisfaction) motivation model and applied to a physics course. The study involved 66 students divided into two classes of a physics course. The first class used the traditional lecture format while the flipped classroom model was used in the second. The research data were obtained via the physics concept test, motivation questionnaire, physics self-sufficiency scale and semi-structured interviews. It was found that the experimental group students were achieve more than the students in the control group. An increase in motivation and self-sufficiency of the students in the experimental group was identified as well. Thereafter, semi-structured interviews were carried out with students of the experimental group. It was found that they had positive opinions regarding the flipped classroom approach.
Bibliografie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:1305-8223
1305-8215
1305-8223
DOI:10.12973/eurasia.2016.1251a