THE EFFECT OF FLIPPED-CLASSROOM ON STUDENTS’ ACHIEVEMENT MOTIVATION AND LEARNING IN COMPUTER COURSE

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JOSHAGHAN NEJHAD FATEMEH; BAGHERI MOHSEN

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Paper Information

Journal: CURRICULUM PLANNING KNOWLEDGE & RESEARCH IN EDUCATIONAL SCIENCES Year:2018 | Volume:15 | Issue:31 (58) Page(s): 95-107

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Information Journal Paper

Title

THE EFFECT OF FLIPPED-CLASSROOM ON STUDENTS’ ACHIEVEMENT MOTIVATION AND LEARNING IN COMPUTER COURSE

Author(s)

JOSHAGHAN NEJHAD FATEMEH | BAGHERI MOHSEN | Issue Writer Certificate

Keywords

GROUP FLIPPED LEARNINGQ1

INDIVIDUAL FLIPPED LEARNINGQ1

ACHIEVEMENT MOTIVATIONQ1

COMPUTER COURSEQ1

Abstract

The purpose of this study is to investigate the effect of flipped classroom on 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.

Cites

Comparing the Effectiveness of Flipped and Traditional Teaching Methods in Problem-solving Learning and Self-determination Among University Students

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APA: Copy

JOSHAGHAN NEJHAD, FATEMEH, & BAGHERI, MOHSEN. (2018). THE EFFECT OF FLIPPED-CLASSROOM ON STUDENTS’ ACHIEVEMENT MOTIVATION AND LEARNING IN COMPUTER COURSE. CURRICULUM PLANNING KNOWLEDGE & RESEARCH IN EDUCATIONAL SCIENCES, 15(31 (58) ), 95-107. SID. https://sid.ir/paper/127465/en

Vancouver: Copy

JOSHAGHAN NEJHAD FATEMEH, BAGHERI MOHSEN. THE EFFECT OF FLIPPED-CLASSROOM ON STUDENTS’ ACHIEVEMENT MOTIVATION AND LEARNING IN COMPUTER COURSE. CURRICULUM PLANNING KNOWLEDGE & RESEARCH IN EDUCATIONAL SCIENCES[Internet]. 2018;15(31 (58) ):95-107. Available from: https://sid.ir/paper/127465/en

IEEE: Copy

FATEMEH JOSHAGHAN NEJHAD, and MOHSEN BAGHERI, “THE EFFECT OF FLIPPED-CLASSROOM ON STUDENTS’ ACHIEVEMENT MOTIVATION AND LEARNING IN COMPUTER COURSE,” CURRICULUM PLANNING KNOWLEDGE & RESEARCH IN EDUCATIONAL SCIENCES, vol. 15, no. 31 (58) , pp. 95–107, 2018, [Online]. Available: https://sid.ir/paper/127465/en

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