Measuring The Effectiveness of Flipped Instruction Method on Students’ Academic Performance And Motivation

The current research was conducted with the aim of measuring the effectiveness of flipped instruction on Students’ academic performance and motivation. Flipped instruction is defined as a pedagogical approach in which traditional classroom activities and students' homework are done in reverse. In this educational approach, the basic concepts and content to be learned are often provided to the learners through the capabilities and technologies of electronic learning before entering the class, and the classroom time is dedicated to doing homework and applying and deepening Students’ learning. In this research, a semi-experimental research method with a pre-test-post-test design with a control group was used. The statistical population of this research included all fourth-grade male students of public schools in the 18th district of Tehran, including 21 schools. Using the multi-stage cluster sampling method, two classes each with a capacity of 28 students were randomly assigned to experimental and control groups. Both experimental and control groups were trained for one semester (15 weeks). For the experimental group, instruction was provided by using the flipped instruction method and for the control group by using the conventional and non-flipped method. The students' academic performance was measured by using their scores in the functional written test of the science course, and their motivation to the course was measured by using the Keller's course motivation questionnaire. This questionnaire includes 36 items and the range of scores obtained by each person is from 36 to 180. Answers to the questions are designed using a 5-point Likert scale ranging from false (score 1) to completely true (score 5). Items 3, 7, 12, 15, 19, 22, 26, 29, 31, and 34 are scored in reverse. The higher score showed the higher learner's motivation towards the course and instructional materials, and the lower score showed the lower motivation towards the course and instructional materials. Zandi et al. (2016) reported the reliability of this tool using Cronbach's alpha 0/70. The findings analyzed using descriptive statistics and covariance analysis and done by SPSS software. The results of covariance analysis showed that there is a significant difference (F=183.77, P<0.01) between the scores of the experimental and control groups in the academic performance in the science course. The obtained eta coefficient of 0.593 means that about 59% of the variance of the students' academic performance scores in the science course is related to group membership and as a result of using the flipped instruction technology. Also, by referring to the average pre-test and post-test scores of the experimental and control groups, it is clear that the flipped instruction method has more effectiveness on academic performance than the conventional and non- flipped method. In this regard, it seems that by receiving instructional materials electronically and before the face-to-face part of the classroom, the learners have had enough opportunity to engage with the content and focus and reflect on the expected learning activities. Then, by participating in the face-to-face classroom and discussing and exchanging ideas with their classmates and with the guidance and facilitating of the teacher, as well as by doing homework related to the subject of learning in a cooperative and collaborative manner, and then receiving the necessary feedback from the class, learners have been able to understand and Improve and complete their understanding of learning content.
Also, the results of covariance analysis showed that there is a significant difference (F=0.001, P<0.01) between the scores of the experimental and control groups in motivation to the course in science. The obtained eta coefficient of 0.514 means that about 51% of the variance of the students' course motivation scores in the science course is related to the group membership and as a result of using the flipped instruction technology. Also, by referring to the average pre-test and post-test scores of the experimental and control groups, it is clear that the flipped instruction method has more effectiveness on the motivation of the learners toward course than the conventional and non- non- flipped method. it seems that Learners who have benefited from flipped classroom, due to receiving and studying the learning content in different ways, including in the form of video materials and other forms of media, studying at personal pace, and followed by participation in the cooperative environment of the face-to-face classroom, showed more enthusiasm and motivation to learn, and as a result, they were more satisfied with learning in this way. In the flipped instruction model, learners have access to educational materials anytime and anywhere, especially through educational videos sent by the instructor, control over playing and stopping videos, as well as the ability to repeat viewing them many times, they have experienced a flexible and stimulating learning environment. The results showed that the flipped instruction technology has a positive effect on the Students’ academic performance and motivation. In general, flipped instruction technology is a new method for teaching and learning in the digital age that can facilitate and improve the learning.
In general, compared to conventional and traditional methods, flipped instruction increase the motivation for the course and improve the academic performance of the learners. Adopting this approach to teaching and learning allows learners to discuss the subject of the lesson with each other, and it also provides the possibility for teachers and trainers to play a guiding and facilitating role. In this regard, on the one hand, due to the predominance of the learner-centered paradigm and the necessity of designing instruction based on the constructivist approach in the modern teaching-learning system, and on the other hand, due to the availability of more access of educators and learners to the capabilities of digital technologies and electronic learning environments, especially after the Covid-19 pandemic, the use of the flipped instruction approach in educational systems around the world is gradually expanding. Now, many educators and teachers use this approach and encourage others to use it in their classrooms. This educational approach can somehow inspire educators and teachers to change from traditional methods to learner-oriented methods and approaches by integrating new technologies in classrooms. Therefore, it is suggested that in Iran's educational system, by providing the necessary infrastructure and holding training courses and workshops for teachers and school officials, this effective educational model should be used more and better.