The Effect of Flipped Learning on burnout and academic motivation of fourth grade student's primary school

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Salehi Omran Ebrahim; Abedini Baltork Meimanat; Ramezanpour Marzooni Fatemeh

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Journal: Technology and Scholarship in Education Year:2023 | Volume:3 | Issue:3 Page(s): 1-14

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Title

The Effect of Flipped Learning on burnout and academic motivation of fourth grade student's primary school

Author(s)

Salehi Omran Ebrahim | Abedini Baltork Meimanat | Ramezanpour Marzooni Fatemeh | Issue Writer Certificate

Keywords

burnout

Motivation

Flipped Classroom

Abstract

The aim of the present study is to investigate the effect of Flipped Classroom on the burnout and academic Motivation of fourth grade students. Quantitative research design and semi-experimental method, pre-test-post-test design was carried out with the control group. The statistical population of the present study included all the fourth grade students of the elementary school studying in the academic year of 1401-1400 in Babolsar city, numbering 1726 people. The research sample was also selected from the fourth grade as a replacement random sampling. A total of 30 people were selected in such a way that 15 people were in the control group and 15 people were selected in the experimental group. . Research data using Maslach's academic burnout questionnaire and Schaufeli et.'s academic Motivation. al. (2002) was collected. Reliability of the academic Motivation questionnaire Schaufeli et. al. (2002) was also validated as Cronbach's strength factor was 0.94, self-dedication factor was 0.92, and attraction factor was 0.79, and its validity was confirmed by factor analysis and Cronbach's coefficient. The reliability and validity of Maslach's academic burnout questionnaire has been confirmed based on internal consistency and retesting. Cronbach's alpha coefficient for the subscales of emotional exhaustion was 0.88, doubt was 0.90, and self-efficacy was 0.84, which indicated the appropriate reliability of this tool. The factorial validity of the test was also calculated by factor analysis and varimax rotation. The obtained alpha coefficient for divergent validity for emotional exhaustion, doubt and self-efficacy subscales was -0.21, -0.53 and -0.32 respectively. Inferential statistics including multivariate analysis of variance and univariate analysis of variance were used, respecting the assumptions of normality and homogeneity of variances. The results indicate that Flipped Classroom has been effective on the variables of emotional exhaustion, academic apathy, academic inefficiency and the overall score of academic burnout (P<0.05).

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