Date of Award
Summer 2020
Document Type
Open Access Dissertation
Department
Educational Studies
First Advisor
Ismahan Arslan-Ari
Abstract
Motivational levels towards learning course content are low due to the lack of resources. This action research evaluated the impact of implementing a flipped classroom approach on students’ motivation to foster the content knowledge in a high school introductory psychology course. Using a flipped classroom approach, lecture-based activities were recorded and saved for the home where students could control the viewing Traditional lecture in the classroom was replaced with active learning strategies. This research answered the questions: (1) How and in what ways does implementing a flipped classroom approach affect high school students’ motivation to learn in an introductory psychology course? (2) How does implementing a flipped classroom approach affect high school students’ learning in an introductory psychology course? (3) What are high school students’ perceptions about the effectiveness of a flipped classroom approach to learn the content in an introductory psychology course?
To answer these research questions, convergent parallel mixed methods design was utilized. This action research included intervention of the flipped classroom approach over eight weeks. Data collection consisted of quantitative data of teacher-made pre- and posttests and student surveys, as well as qualitative data of interviews, exit slips and researcher journal entries. Five students volunteered and participated in the interviews, while 58 total students participated in the intervention, between the ages of 14-18.
Descriptive statistics and paired sample t-test were used to analyze quantitative data. Qualitative data were analyzed with inductive analysis. The findings enhanced the understanding of how implementing a flipped classroom approach impacted student motivation, perceptions, and effectiveness of learning the content knowledge in a high school introductory psychology course. Results indicated that student motivation, perceptions, and effectiveness of learning are supported in the flipped classroom due to increased opportunity for collaboration, review, and the incorporation of active learning
Rights
© 2020, Nicole Ritter
Recommended Citation
Ritter, N.(2020). Teaching Psychology in Secondary School: The Flipped Classroom Approach and the ARCS Motivational Model. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/6049