The Effectiveness of Flipped Classroom Technique in Promoting Academic Motivation and Self-Efficacy among Students Journal Article

A flipped classroom, as one of the participatory learning techniques, is based on group dynamics and social interactions. The present study aimed to investigate the effectiveness of the flipped classroom technique in promoting academic motivation and self-efficacy among high school students. The research method was quasi-experimental with a pre-test and post-test design and a control group. The statistical population included all female high school students in Ahvaz city in the academic year 2019-2020. Using the purposive sampling method, 30 ones were selected and divided into experimental and control groups (n=15 per group). The research instrument included the Academic Motivation Questionnaire and Student Self-Efficacy Scale. The experimental group received the flipped teaching program during eight 90-minute sessions; however, the control group received the traditional teaching method. Analysis of covariance (ANCOVA) was used to analyze the data. The results indicated that there was a significant difference between the flipped and traditional teaching methods in experimental and control groups (p <0.0001). The flipped classroom technique was effective in increasing academic motivation and self-efficacy among students. The study findings indicate that the flipped classroom method can be used to promote academic motivation and self-efficacy and decrease academic failure among students.

The present study aimed to investigate the effectiveness of the flipped classroom technique in promoting academic motivation and self-efficacy among high school students. Keywords: Academic motivation, self-efficacy, flipped classroom, students Introduction The undeniable significance of motivation in education has always been of concern as research studies in the field of education have recently highlighted the point that motivation is one of the major factors in promoting students’ performance (Albrecht & Karabenick, 2018). Accordingly, students with higher levels of academic self-efficacy experience better academic adjustment, adopt more useful learning techniques and have better performance (Drago, Rheinheimer, & Detweiler, 2018; Jahan & Mehrafzoon, 2019). A large number of studies on the effectiveness of flipped classroom technique have reported increased academic self-efficacy and learning in mathematics students (Nazaripour & Laie, 2020), promoted creativity and academic motivation (Amani Saribaglou, Vahedi, Fathi Azar, Abidi, 2019), enhanced academic motivation and learning in computer courses (Joshaghan Nejhad & Bagheri, 2018), nurtured metacognitive skills and academic motivation (Vahidi & Poushaneh, 2018), promoted self-efficacy beliefs and intrinsic motivation (Thai, De Wever, & Valcke, 2017), improved self- efficacy, academic skills, and creativity (Morton & Colbert‐ Getz, 2017), and promoted self-regulation and self-efficacy (Sun, Wu, & Lee, 2017). Accordingly, the present study sought to examine the effectiveness of the flipped classroom technique in promoting academic motivation and self- efficacy among female high school students. In general, the main objective of this study was to investigate the effectiveness of the flipped classroom technique in promoting academic motivation and self-efficacy among female students.