Effectiveness of the flipped classroom model on students’ self-reported motivation and learning during the COVID-19 pandemic

Effectiveness of the flipped classroom model on students’ self-reported motivation and learning during the COVID-19 pandemic

Abstract This study investigates the effects of the flipped classroom on Education students’ perceptions of their learning and motivation during the current pandemic. The sample consisted of 179 student teachers from the Faculty of Education of the University of Murcia in the academic year 2020–2021...

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Main Authors: José María Campillo-Ferrer, Pedro Miralles-Martínez
Format: Article
Language:English
Published: Springer Nature 2021-07-01
Series:Humanities & Social Sciences Communications
Online Access:https://doi.org/10.1057/s41599-021-00860-4
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spelling doaj-78491d4a82304a54bd58ab772e46bb902021-07-25T11:32:34ZengSpringer NatureHumanities & Social Sciences Communications2662-99922021-07-01811910.1057/s41599-021-00860-4Effectiveness of the flipped classroom model on students’ self-reported motivation and learning during the COVID-19 pandemicJosé María Campillo-Ferrer0Pedro Miralles-Martínez1Faculty of Education, University of MurciaFaculty of Education, University of MurciaAbstract This study investigates the effects of the flipped classroom on Education students’ perceptions of their learning and motivation during the current pandemic. The sample consisted of 179 student teachers from the Faculty of Education of the University of Murcia in the academic year 2020–2021, in which the flipped classroom model was implemented. Identical surveys were administered and examined through both descriptive statistics and non-parametric tests. Statistically significant differences were found between pre-tests and post-tests with experienced students scoring higher on average in the latter. Most students had a positive perception about the flipped classroom, noting the advantage of practical in-class activities, as well as increased self-autonomy in learning.https://doi.org/10.1057/s41599-021-00860-4
collection DOAJ
language English
format Article
sources DOAJ
author José María Campillo-Ferrer
Pedro Miralles-Martínez
spellingShingle José María Campillo-Ferrer
Pedro Miralles-Martínez
Effectiveness of the flipped classroom model on students’ self-reported motivation and learning during the COVID-19 pandemic
Humanities & Social Sciences Communications
author_facet José María Campillo-Ferrer
Pedro Miralles-Martínez
author_sort José María Campillo-Ferrer
title Effectiveness of the flipped classroom model on students’ self-reported motivation and learning during the COVID-19 pandemic
title_short Effectiveness of the flipped classroom model on students’ self-reported motivation and learning during the COVID-19 pandemic
title_full Effectiveness of the flipped classroom model on students’ self-reported motivation and learning during the COVID-19 pandemic
title_fullStr Effectiveness of the flipped classroom model on students’ self-reported motivation and learning during the COVID-19 pandemic
title_full_unstemmed Effectiveness of the flipped classroom model on students’ self-reported motivation and learning during the COVID-19 pandemic
title_sort effectiveness of the flipped classroom model on students’ self-reported motivation and learning during the covid-19 pandemic
publisher Springer Nature
series Humanities & Social Sciences Communications
issn 2662-9992
publishDate 2021-07-01
description Abstract This study investigates the effects of the flipped classroom on Education students’ perceptions of their learning and motivation during the current pandemic. The sample consisted of 179 student teachers from the Faculty of Education of the University of Murcia in the academic year 2020–2021, in which the flipped classroom model was implemented. Identical surveys were administered and examined through both descriptive statistics and non-parametric tests. Statistically significant differences were found between pre-tests and post-tests with experienced students scoring higher on average in the latter. Most students had a positive perception about the flipped classroom, noting the advantage of practical in-class activities, as well as increased self-autonomy in learning.
url https://doi.org/10.1057/s41599-021-00860-4
work_keys_str_mv AT josemariacampilloferrer effectivenessoftheflippedclassroommodelonstudentsselfreportedmotivationandlearningduringthecovid19pandemic
AT pedromirallesmartinez effectivenessoftheflippedclassroommodelonstudentsselfreportedmotivationandlearningduringthecovid19pandemic
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