Document Type : Research Paper
Abstract
This study aimed to investigate the impact of flipped classroom on learning and academic motivation of 10th-grade male high school students in Nishabour city, Iran, in English language lesson. The research method was quasi-experimental with pre-test and post-test with a control group. The statistical population of the study included all 10th-grade male high school students in Nishabour city in the academic year 1402-1403. Among them, one boys' school was randomly selected. A total of 30 students were selected using the available sampling method and randomly assigned to two experimental and control groups of 15 each. The experimental group participated in 10 flipped classroom sessions; While the control group was taught in the traditional way. To collect data, the Harter Academic Motivation Questionnaire (1981) and the Fame and Taylor Academic Achievement Questionnaire (1994) were used in the pre-test and post-test stages. The collected data were analyzed using covariance analysis and using SPSS software. The results of the covariance analysis showed that the flipped classroom method increased the learning and academic motivation of the experimental group students compared to the control group in the post-test (p < 0.01). Based on the results of this research, it can be concluded that flipped classroom is an effective educational approach to increase learning and academic motivation of students in English language lesson.
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