The flipped classroom and college physics students' motivation and understanding of kinematics graphs
Jeffrey Lloyd L. Cagande
Visayas State University, Philippines
Richard R. Jugar
University of San Carlos, Philippines
Reversing the traditional classroom activities, in the flipped classroom model students view lectures at home and perform activities during class period inside the classroom. This study investigated the effect of a flipped classroom implementation on college physics students' motivation and understanding of kinematics graphs. A Solomon four-group design employing quantitative and qualitative methods was used to gather data. Four college physics sections participated in this study. Two groups received a researcher-developed, flipped classroom, instructional material over the course of 8 sessions. Test for Understanding Graphs in Kinematics (TUG-K) gain scores (post-test - pretest) were significantly higher for the experimental groups (M=1.87, SD=2.909) compared with the control groups (M=0.54, SD=1.853). However, Physics Motivation Questionnaire II (PMQII) did not show a significant difference. The flipped classroom may enhance students' learning of kinematics graphs by improving their level of understanding, but was shown to have no effect on their motivation.
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|Authors: Jeffrey Lloyd L. Cagande (corresponding author) is currently a PhD student at the University of San Carlos, Cebu City, Philippines. He is on study leave from the Visayas State University, Baybay City, Leyte, Philippines in which he is teaching physics at the tertiary level. He recently completed his Master of Arts in Science Education major in Physics at the University of San Carlos. As part of that degree program, he designed and undertook the study reported in this paper.|
Richard R. Jugar is the Director of Basic Education Division and Assistant Professor at the University of San Carlos in Cebu City, Philippines. His research interests generally revolve around teaching-learning and teacher-training with particular emphasis on research instrumentation, science process skills, conceptual change, assessment, and instructional intervention in the area of science education.
Please cite as: Cagande, J. L. L. & Jugar, R. R. (2018). The flipped classroom and college physics students' motivation and understanding of kinematics graphs. Issues in Educational Research, 28(2), 288-307. http://www.iier.org.au/iier28/cagande.pdf