Current issue
Archive
About the Journal
About us
Aims and Scope
Indexing and Abstracting
Editorial Office
Open Access Policy
Publication Ethics
Contact
For Authors
Editorial Policy
Peer Review Policy
Manuscript Preparation Guidelines
Copyright & Licensing
Publication Fees
Fast-Track Paper Publication Option
Conflict Interest Guidance
Submit an Article
Special Issues
News & Editorials
“Fake,” “Predatory,” and “Pseudo” Journals: Charlatans Threatening Trust in Science
Shifting the Journal submission-review system to the Editorial System Manuscript December 27, 2017.
ORIGINAL ARTICLE
Exploring Student Motivation and Performance in the Flipped Classroom: A Case Study of Nursing Students
1
Laboratory of Sciences and Technologies of Information and Education, Faculty of Sciences Ben M’Sik, Hassan II University of Casablanca, MOROCCO
2
Regional Center for Careers Education and Training, Agadir, MOROCCO
3
Laboratory of Physical Chemistry of Materials, Faculty of Sciences Ben M’Sik, Hassan II University of Casablanca, MOROCCO
4
Observatory of Research in Interdisciplinary Didactics and University Pedagogy, Faculty of Sciences Ben M’Sik, Hassan II University of Casablanca, Casablanca, MOROCCO
5
Laboratory of Biostatistics, Clinical Research and Epidemiology, Faculty of Medicine and Pharmacy of Rabat, Mohamed V University, Rabat, MOROCCO
6
High Institute of Nursing Professions and Technical Health, Agadir, MOROCCO
Publication date: 2022-02-23
Electron J Gen Med 2022;19(3):em364
KEYWORDS
ABSTRACT
Introduction & Background:
Technological progress has transformed all areas including the field of education and training. This has allowed us to take advantage of the functionalities offered by information and communication technologies to improve learning experiences. This research aims to explore the motivation and performance of nursing students in the flipped classroom compared to the traditional method.
Methods:
This pre-experimental study was conducted on a single group pretest-posttest with twenty students using two distinct teaching methods (the traditional method and the flipped classroom) in the community health planning course. In pre-test and post-test, motivation and performance scores were calculated, respectively, from the motivated strategies for learning questionnaire and the results of the performance tests. Pretest and posttest scores were compared using the Wilcoxon signed-rank test.
Results:
The findings showed that the motivation scores of all students (n=20) were positively improved in the flipped classroom compared to the traditional method. Specifically, extrinsic goal orientation (p=0.021), control beliefs (p=0.019), and self-efficacy for learning and performance (p=0.016) were the motivational subcomponents that were significantly improved. However, intrinsic goal orientation (p=0.055), task value (p=0.866), and test anxiety (p=0.6) did not show a statistically significant. On the other hand, student performance was significantly improved in the flipped classroom (14.4±2.57 vs. 17.7±1.28, p<0.001).
Conclusion:
This innovative approach is an essential alternative for improving the quality of nursing education.
Technological progress has transformed all areas including the field of education and training. This has allowed us to take advantage of the functionalities offered by information and communication technologies to improve learning experiences. This research aims to explore the motivation and performance of nursing students in the flipped classroom compared to the traditional method.
Methods:
This pre-experimental study was conducted on a single group pretest-posttest with twenty students using two distinct teaching methods (the traditional method and the flipped classroom) in the community health planning course. In pre-test and post-test, motivation and performance scores were calculated, respectively, from the motivated strategies for learning questionnaire and the results of the performance tests. Pretest and posttest scores were compared using the Wilcoxon signed-rank test.
Results:
The findings showed that the motivation scores of all students (n=20) were positively improved in the flipped classroom compared to the traditional method. Specifically, extrinsic goal orientation (p=0.021), control beliefs (p=0.019), and self-efficacy for learning and performance (p=0.016) were the motivational subcomponents that were significantly improved. However, intrinsic goal orientation (p=0.055), task value (p=0.866), and test anxiety (p=0.6) did not show a statistically significant. On the other hand, student performance was significantly improved in the flipped classroom (14.4±2.57 vs. 17.7±1.28, p<0.001).
Conclusion:
This innovative approach is an essential alternative for improving the quality of nursing education.
REFERENCES (31)
1.
World Health Organization. Nurse educator core competencies. 2017. Available at: https://www.who.int/hrh/nursin....
2.
Popil I. Promotion of critical thinking by using case studies as teaching method. Nurse Educ Today. 2011;31(2):204-7. https://doi.org/10.1016/j.nedt... PMid:20655632.
3.
Pu D, Ni J, Song D, et al. Influence of critical thinking disposition on the learning efficiency of problem-based learning in undergraduate medical students. BMC Med Educ. 2019;19(1):1-8. https://doi.org/10.1186/s12909... PMid:30606170 PMCid:PMC6318932.
4.
Bransford J, Brophy S, Williams S. When computer technologies meet the learning sciences: Issues and opportunities. J Appl Dev Psychol. 2000;21(1):59-84. https://doi.org/10.1016/S0193-....
5.
Galway LP, Corbett KK, Takaro TK, Tairyan K, Frank E. A novel integration of online and flipped classroom instructional models in public health higher education. BMC Med Educ. 2014;14(1):1-9. https://doi.org/10.1186/1472-6... PMid:25169853 PMCid:PMC4167261.
6.
Roehl A, Reddy SL, Shannon GJ. The flipped classroom: An opportunity to engage millennial students through active learning strategies. J Fam Consum Sci. 2013;105(2):44-9. https://doi.org/10.14307/JFCS1....
7.
McLaughlin JE, Roth MT, Glatt DM, et al. The flipped classroom: A course redesign to foster learning and engagement in a health professions school. Acad Med. 2014;89(2):236-43. https://doi.org/10.1097/ACM.00... PMid:24270916.
8.
Lebrun M. Essai de modélisation et de systémisation du concept de classes inversées [Modeling and systemization of the concept of flipped classrooms]. 2016. Available at: http://lebrunremy.be/WordPress....
9.
Davey P. The flipped classroom: Motivating student nurses to learn independently. Athens J Health. 2015;2(4):261-70. https://doi.org/10.30958/ajh.2....
10.
Mazur A, Brown B, Jacobsen M. Learning designs using flipped classroom instruction (Conception d’apprentissage à l’aide de l’instruction en classe inverse). Can J Learn Technol. 2015;41(2). https://doi.org/10.21432/T2PG7....
11.
Bland L. Applying flip/inverted classroom model in electrical engineering to establish life long learning [Paper presentation]. 2006 Annual Conference & Exposition. Chicago, IL. https://doi.org/10.18260/1-2--....
12.
Lane-Kelso M. The pedagogy of flipped instruction in Oman. Turkish Online J Educ Technol. 2015;14(1):143-50.
13.
Bergmann J, Sams A, Nizet I, Bernard S, Piette W. La classe inverse [The flipped classroom]. Les Éditions Reynald Goulet, Inc.; 2014.
14.
Bégin C, Barbeau D. Interventions pédagogiques et réussite au cégep: Méta-analyse [Pedagogical interventions and success in cegep: Meta-analysis]. Revue des sciences de l’éducation [J Educ Sci.]. 2010;36(1):268-9. https://doi.org/10.7202/043997....
15.
Pintrich PR, Schunk DH. Motivation in education: Theory, research, and applications. 2nd ed. Upper Saddle River, NJ: Prentice Hall; 2002.
16.
Pintrich PR. Motivation and classroom learning. In: Reynolds WM, Miller GE, editors. Handbook of psychology: Educational psychology, Vol. 7. John Wiley & Sons Inc.; 2003. p. 103-22. https://doi.org/10.1002/047126....
17.
El Hajji M, Bouzaidi E, Drissi R, Douzi H, Khouya EH. New blended learning strategy based on flipped-learning for vocational work-linked training. J Educ Pract. 2016;7(36):126-30.
18.
Abdelaziz AMA. An experience in Moroccan university using flipped classroom method. International Conference on Information and Communication Technologies for Education and Training and International Conference on Computing in Arabic (ICCA-TICET). IEEE; 2017. https://doi.org/10.1109/ICCA-T....
19.
Chung EJ, Lee B-H. The effects of flipped learning on learning motivation and attitudes in a class of college physical therapy students. J Probl-based Learn. 2018;5(1):29-36. https://doi.org/10.24313/jpbl.....
20.
Díaz-Garrido E, Luz Martín-Peña M, María Sánchez-López J. El impacto del flipped classroom en la motivación y en el aprendizaje de los estudiantes en la asignatura dirección de operaciones [The impact of the flipped classroom on the motivation and learning of students in the subject operations management]. Work Pap Oper Manag. 2017;8. https://doi.org/10.4995/wpom.v....
21.
Yilmaz R. Exploring the role of e-learning readiness on student satisfaction and motivation in flipped classroom. Comput Hum Behav. 2017;70:251-60. https://doi.org/10.1016/j.chb.....
22.
Cheng X, Lee KKH, Chang EY, Yang X. The “flipped classroom” approach: Stimulating positive learning attitudes and improving mastery of histology among medical students. Anat Sci Educn. 2017;10(4):317-27. https://doi.org/10.1002/ase.16... PMid:28199052.
23.
Cormier C, Voisard B. Flipped classroom in organic chemistry has significant effect on students’ grades. Front ICT. 2018;4:30. https://doi.org/10.3389/fict.2....
24.
Clark RM, Besterfield-Sacre M, Budny D, et al. Flipping engineering courses: A school wide initiative. Adv Eng Educ. 2016;5(3):n3.
25.
Zuber WJ. The flipped classroom, a review of the literature. Ind Commer Train. 2016. https://doi.org/10.1108/ICT-05....
26.
Berger J-L, Karabenick SA. Motivation and students’ use of learning strategies: Evidence of unidirectional effects in mathematics classrooms. Learn Instr. 2011;21(3):416-28. https://doi.org/10.1016/j.lear....
27.
Nie Y, Lau S. Differential relations of constructivist and didactic instruction to students’ cognition, motivation, and achievement. Learn Instr. 2010;20(5):411-23. https://doi.org/10.1016/j.lear....
28.
Bloom BS. Taxonomy of educational objectives. Vol. 1: Cognitive domain. New York: McKay; 1956.
29.
Xin-Yue Z. Motivation in a flipped classroom, a case study of teaching oral English in a vocational college in Mainland China. Sino-US English Teach. 2016;13(6):460-7. https://doi.org/10.17265/1539-....
30.
Van Vliet EA, Winnips JC, Brouwer N. Flipped-class pedagogy enhances student metacognition and collaborative-learning strategies in higher education but effect does not persist. Life Sci Educ. 2015;14(3):ar26. https://doi.org/10.1187/cbe.14... PMid:26113628 PMCid:PMC4710384.
31.
Bryan RR, Glynn SM, Kittleson JM. Motivation, achievement, and advanced placement intent of high school students learning science. Sci Educ. 2011;95(6):1049-65. https://doi.org/10.1002/sce.20....
Share
RELATED ARTICLE
| eISSN: | 2516-3507 |
We process personal data collected when visiting the website. The function of obtaining information about users and their behavior is carried out by voluntarily entered information in forms and saving cookies in end devices. Data, including cookies, are used to provide services, improve the user experience and to analyze the traffic in accordance with the Privacy policy. Data are also collected and processed by Google Analytics tool (more).
You can change cookies settings in your browser. Restricted use of cookies in the browser configuration may affect some functionalities of the website.
You can change cookies settings in your browser. Restricted use of cookies in the browser configuration may affect some functionalities of the website.
