| Summary: | 碩士 === 中原大學 === 教育研究所 === 107 === This study aims to explore the impact of flipped teaching on high school students’
in learning motivation and learning achievement. This study adopted a nonequivalent –
group pretest – posttest of quasi–experimental design. Ninety tow students from a
public high school participated in the study. Forty nine students (science major: 35
students,liberal art major : 14 students) were assigned to the experimental group that
were taught Japnese by flipped teaching method ,and the other 43 students (all liberal
art major) were assigned to the controll group that were taught Japnese by traditonal
teaching method.
Before the experimental teaching, both groups of students accepted the Japanese
review achievement test and the Japanese learning motivation scale as pretests, and
then conducting an 11-week experimental teaching, the first phase of experimental
teaching is 5 weeks, and the second phase of experimental teaching is 6 weeks. At the
end of each phase,the Japanese learning achievement test was conducted as a post-test.
And after the the second Japanese learning achievement test, the Japanese learning
motivation scale is measured as a post-test.
Based on the results of the data analysis, the conclusions of this study are as
follows:
1. Flipped teaching and traditional teaching have the same effect on high school in
learning motivation.
2. Flipped teaching and traditional teaching have the same effect on high school in
learning achievements.
3. For those receiving flipped teaching, liberal art major students performed better
than science major students.
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