Jeffrey Lloyd L. Cagande, Richard R. Jugar
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. © 2018, Western Australian Institute for Educational Research Inc. All rights reserved.
Visayas State University, Philippines; University of San Carlos, Philippines
