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Effect of the flipped classroom model on academic achievement and motivation in teacher education

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Abstract

The present study investigates the effect of the Flipped Classroom (FC) model on the academic achievement and motivation levels of preservice teachers enrolled on the Teaching Principles and Methods (TPM) course, which is a higher education-level knowledge course in the teaching profession. A quasi-experimental design was adopted for the study, and the opinions of the participants of the course were taken at the end of the implementation process. The experimental group took the 14-week TPM course based on a FC model, while no intervention was made in the control group, which completed the process based on the current curriculum. In the experimental group, an interactive and controlled online learning environment was used to access the FC videos. Based on the findings of the study, it was found that the academic achievement and motivation levels of the preservice teachers in the experimental group were significantly higher than those in the control group. The preservice teachers expressed that the FC model provided them with the opportunity to put their knowledge into practice, while also improving their teaching skills and ensuring their active participation in the lesson. Their criticisms of the model, on the other hand, related mostly to the technical problems they encountered.

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Acknowledgments

The study was derived from first author’s PhD dissertation (The effectiveness of the flipped classroom model designed for teaching principles and methods course curriculum) conducted under the supervision of the second author. The authors are deeply grateful to Asst. Prof. Dr. Meric Tuncel and Asst. Prof. Dr. Melih Derya Gurer from Bolu Abant Izzet Baysal University for their support on this research.

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  1. Faculty of Education, Department of Educational Sciences, Bartin University, 74100, Bartin, Turkey

    Murat Debbağ

  2. Faculty of Education, Department of Educational Sciences, Bolu Abant Izzet Baysal University, 14280, Bolu, Turkey

    Sevilay Yıldız

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  1. Murat Debbağ
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Debbağ, M., Yıldız, S. Effect of the flipped classroom model on academic achievement and motivation in teacher education. Educ Inf Technol 26, 3057–3076 (2021). https://doi.org/10.1007/s10639-020-10395-x

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