Abstract
The effect of the flipped classroom model (FCM) on high school students’ science motivation and achievement in an urban public school was examined using a quasi-experimental pretest/posttest design. Over 4 weeks, sixty students engaged in the FCM and 62 students engaged in the traditional classroom model. Motivation was measured using the Science Motivation Questionnaire (SMQ-II), and achievement was measured using the Endocrine System Unit Test (ESUT). A statistically significant difference in students’ composite levels of motivation when engaging in the FCM as compared with the traditional face-to-face model was found, with a statistically significant difference among the self-efficacy subscale only. A significant difference in academic achievement was not found. The implications of the research and suggestions for future examination are discussed.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
