Can flipped learning enhance adolescents’ motivation in physical education? An intervention study

Ove Østerlie

doi:10.23865/jased.v2.916

Abstract

Objective: To be engaged and successful in learning in physical education (PE), students needs to be motivated. The purpose of this study was to examine the impact of flipped learning (FL) on adolescents’ motivation to participate in PE. Methods: Students in Grades 8–11 (N = 338, 45.3% girls) were recruited from 6 secondary and upper-secondary schools from three different counties in Norway in the spring semester of 2016. Following a quasi-experimental design with a control group, data were gathered using an expectancy–value questionnaire (EVQ). Results: Mean results revealed that FL has a significant impact on adolescents’ expectancy beliefs and attainment values regarding participation in PE. All significant changes in the intervention group could be explained by gender. Conclusion: In an expectancy-value perspective, FL positively influences the motivation of adolescents, especially that of girls, to participate in PE. Therefore, FL can be used to enhance adolescents’ motivation to participate in PE. Keywords: Expectancy belief; subjective task values; expectancy-value questionaire; flipped classrooms; blended learning; physical education (PE)

Highlights

As part of a research project on how flipped learning (FL) affects adolescents’ motivation to participate in physical education (PE) and their learning outcomes in PE, this article describes how FL affects motivation from an expectancy–value perspective
Participants Students (N = 338, 92.9% of 364 invited) from six different secondary and upper- secondary schools were recruited to participate in present study.Twenty random schools belonging to three different regions in Norway were requested to participate by an e-mail to their respective managers resulting in participation of five schools
The paired-sample t test demonstrated a significant increase from T1 to T2 for the expectancy beliefs (EBs) construct (p = .020, 95% CI [0.20, 0.02]) and the attainment value (AV) construct (p = .034, 95% CI [0.26, 0.01]) in the intervention group

Summary

Introduction

As part of a research project on how flipped learning (FL) affects adolescents’ motivation to participate in physical education (PE) and their learning outcomes in PE, this article describes how FL affects motivation from an expectancy–value perspective. The study reported here took a student’s perspective in analysing self-reported motivation to engage in PE. «Can flipped learning enhance adolescents’ motivation in physical education?

Methods

Results

Discussion

Conclusion