Date of Award
Summer 2021
Document Type
Open Access Dissertation
Department
Educational Studies
First Advisor
Lucas Lima de Vasconcelos
Abstract
The purpose of this action research was to evaluate the impact of flipped learning using self-paced video on students’ motivation, cognitive load, and science content learning in an Earth Science course at a small rural high school in southwestern Virginia. Scientific interest and proficiency among students in the United States have been low. This has significant implications for students’ future career prospects. At the same time, the predominant method of science instruction, the single-paced lecture, presents its own limitations for student learning and motivation. Single-paced methods can limit the accessibility of instruction for students, limiting the development of critical scientific skills and motivation. This study was guided by these four research questions: (1) How does presenting instruction using flipped learning affect students’ motivation when learning science? (2) How does presenting instruction through self-paced videos affect students’ cognitive load during instruction? (3) How does presenting instruction using flipped learning affect students’ science content learning in an earth science course? (4) What are students’ perceptions of the benefits and hindrances of flipped learning?.
This study used a convergent parallel mixed methods approach with a class of students in an Earth Science course at a small rural high school in southwestern Virginia involving 10 participants. Students experienced four weeks of flipped learning to learn about plate tectonics and geologic processes. Data was collected using a questionnaire about science motivation, surveys using a mental effort scale, a content test, lesson surveys, and student interviews to address the research questions. Quantitative data were analyzed using descriptive and inferential statistics. Qualitative data were analyzed using thematic analysis. Quantitative findings indicated that student self-efficacy, self-determination, and science content learning had significantly increased. Qualitative findings resulted in seven themes pertaining to relatedness, competence, autonomy, mental effort, and perceived benefits and hindrances of flipped learning. This study has implications for the use of flipped learning and self-paced video within high school science contexts. Limitations were discussed in terms of research design, research context, participants, and the researcher.
Rights
© 2021, Lucas Charles Conner
Recommended Citation
Conner, L. C.(2021). Impact of Flipped Learning on High School Students’ Motivation, Cognitive Load, and Perceptions of Flipped Approach for Learning Science. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/6512