TY - GEN
T1 - The Effect of Motivation on Learners' Performance and Satisfaction under Flipped Strategy in Discrete Math
AU - Yeh, Martin K.C.
AU - Lin, Pei Hsuan
AU - D'Imperio, Nannette
N1 - Funding Information:
ACKNOWLEDGMENT We would like to thank the Schreyer Institute for Teaching Excellence at Pennsylvania State University for providing funding support. We also want to thank Matthew Bodek for his assistance with the study.
Publisher Copyright:
© 2020 IEEE.
PY - 2020/10/21
Y1 - 2020/10/21
N2 - This Research Work in Progress paper presents preliminary data from an experiment study (N = 22) in investigating the effect of learners' motivation on learning outcomes, including learning performance and satisfaction. In STEM fields, learners are required to obtain declarative knowledge as well as apply them to solve real world problems. The flipped strategy has been a popular instructional approach and is used in many classrooms. Although many studies reported positive impact of the flipped strategy, the results are not consistent. The goal of this study is to explore whether learners' motivation in a flipped classroom affect their performance and their satisfaction. We use a quasi-experimental design with two groups based on the initial motivation scores. We find that our participants did not benefit from flipped strategy as much as the traditional strategy. We also found that the participants did not feel better (confident) about the subject. We conclude that students may not be comfortable with the flipped strategy because the flipped strategy is used for only about two weeks and that great instructional attentions may be needed to use the flipped strategy. In the end, we propose areas that are worthy of further investigation.
AB - This Research Work in Progress paper presents preliminary data from an experiment study (N = 22) in investigating the effect of learners' motivation on learning outcomes, including learning performance and satisfaction. In STEM fields, learners are required to obtain declarative knowledge as well as apply them to solve real world problems. The flipped strategy has been a popular instructional approach and is used in many classrooms. Although many studies reported positive impact of the flipped strategy, the results are not consistent. The goal of this study is to explore whether learners' motivation in a flipped classroom affect their performance and their satisfaction. We use a quasi-experimental design with two groups based on the initial motivation scores. We find that our participants did not benefit from flipped strategy as much as the traditional strategy. We also found that the participants did not feel better (confident) about the subject. We conclude that students may not be comfortable with the flipped strategy because the flipped strategy is used for only about two weeks and that great instructional attentions may be needed to use the flipped strategy. In the end, we propose areas that are worthy of further investigation.
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U2 - 10.1109/FIE44824.2020.9274262
DO - 10.1109/FIE44824.2020.9274262
M3 - Conference contribution
AN - SCOPUS:85098562396
T3 - Proceedings - Frontiers in Education Conference, FIE
BT - 2020 IEEE Frontiers in Education Conference, FIE 2020 - Proceedings
PB - Institute of Electrical and Electronics Engineers Inc.
T2 - 2020 IEEE Frontiers in Education Conference, FIE 2020
Y2 - 21 October 2020 through 24 October 2020
ER -