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Journal of Science Education and Technology

Erschienen in:

19.03.2021

Science Motivation and Achievement Among Minority Urban High School Students: an Examination of the Flipped Classroom Model

verfasst von: Keshia Dixon, Jillian L. Wendt

Erschienen in: Journal of Science Education and Technology | Ausgabe 5/2021

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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.

Vorheriger Artikel In-service Teachers’ Needs and Mentor’s Practices in Applying a Teaching–Learning Sequence on Nanotechnology and Plastics in Primary Education

Nächster Artikel Getting Everyone to the Fair: Supporting Teachers in Broadening Participation in Science and Engineering Fairs

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Titel: Science Motivation and Achievement Among Minority Urban High School Students: an Examination of the Flipped Classroom Model
verfasst von: Keshia Dixon
Jillian L. Wendt
Publikationsdatum: 19.03.2021
Verlag: Springer Netherlands
Erschienen in: Journal of Science Education and Technology / Ausgabe 5/2021
Print ISSN: 1059-0145
Elektronische ISSN: 1573-1839
DOI: https://doi.org/10.1007/s10956-021-09909-0

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