Flipping the Classroom in Teacher Education: Implications for Motivation and Learning

2017 ◽  
Vol 70 (5) ◽  
pp. 410-422 ◽  
Author(s):  
Mike Yough ◽  
Hillary E. Merzdorf ◽  
Heather N. Fedesco ◽  
Hyun Jin Cho
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Learning Outcomes ◽  
Course Design ◽  
Design Method ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Grade Point ◽  
Quasi Experimental ◽  
Method Of Instruction

In teacher education, it is imperative that course design, method of instruction, and classroom procedures align with the content. One way to achieve this may be to “flip” the classroom. While flipped classrooms have received considerable attention in recent years, much remains unknown about their effect on basic psychological needs or learning outcomes of preservice teachers. The purpose of the present study was to address this gap by utilizing a quasi-experimental design to examine differences in motivation and objective learning outcomes after controlling for socioeconomic status (SES) and grade point average (GPA) between traditional and flipped sections of a foundational educational course ( N = 263). Results revealed that preservice teachers in the traditional section had significantly higher scores on two of the motivation outcomes (e.g., intrinsic and identified regulation), but that preservice teachers in the flipped sections had significantly higher scores on several indices of objective learning outcomes. Implications for teacher education are discussed.

scholarly journals How TGfU Influence on Students’ Motivational Outcomes in Physical Education? A Study in Elementary School Context

2021 ◽  
Vol 18 (10) ◽  
pp. 5407
Author(s):  
Vicente Gaspar ◽  
Alexander Gil-Arias ◽  
Fernando Del Villar ◽  
Alba Práxedes ◽  
Alberto Moreno
Keyword(s):  
Physical Education ◽  
Healthy Lifestyle ◽  
School Context ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Control Group ◽  
Physically Active ◽  
Quasi Experimental ◽  
Experimental Group ◽  
Small Side

The purpose of this study was to implement a comprehensive teaching program based on the principles of Teaching Games for Understanding (TGfU) model and questioning, and to assess its consequences for students’ satisfaction of basic psychological needs, motivation, perceptions of ability and intention to be physically active during Physical Education lessons in primary education. A quasi-experimental design was utilized. Participants were 111 students from two different groups of fifth and sixth graders, all enrolled in one primary school. Participants were divided into experimental and control group. Experimental group experienced a TGfU unit, according to small side games and the questioning. Control group experienced a small side games unit, without questioning. Within-group results showed that experimental group students reported significantly higher mean scores in all dependents variables of the study, in both genders. Results showed that control group only reported significantly higher mean scores in intention to be physically active variable, also in both genders. The results demonstrate the need to implement didactic units under comprehensive pedagogical approaches to improve motivation and the intention to develop healthy lifestyle habits in female and male students. More researches are needed to support this evidence.

scholarly journals Enhanced student perceptions of learning and performance using concept-point-recovery teaching sessions: a mixed-method approach

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Hyun Jin Cho ◽  
Michael R. Melloch ◽  
Chantal Levesque-Bristol
Keyword(s):  
Academic Success ◽  
Active Learning ◽  
Learning Environment ◽  
Learning Outcomes ◽  
Student Perceptions ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Academic Learning ◽  
Control Group ◽  
The Impact

Abstract Background Active learning pedagogy has recently received a great deal of attention, and many universities have attempted to create student-centered learning environments to improve students’ academic success. The purpose of this study is to explore the impact of concept-point-recovery (CPR) teaching sessions as an active learning strategy on students’ perceptions of the learning environment, motivation, and academic learning outcomes in an electrical engineering course. To investigate the effectiveness of CPR sessions, students’ perceptions of learning and their performance were compared to those of students in a control classroom. Finally, students’ written comments on the course and instructor were explored in further analysis. Results The quantitative findings revealed that there was a significant change in students’ perceptions of learning after the CPR teaching sessions, and there was an increase in students’ perceptions and learning outcomes compared with those of the control group. In addition, the qualitative findings from students’ written feedback demonstrated that students felt that the instructor cared about students’ learning and success and that they had a positive learning environment. Conclusions CPR teaching sessions can be an alternative model for instructors to connect with students and create supportive environments to help students achieve academic success, which in turn promotes the satisfaction of students’ basic psychological needs and self-determined motivation. Therefore, increasing students’ engagement in their learning processes and making connections with students through CPR teaching sessions can facilitate improvements in students’ motivation and academic success. How this new active learning technique can be applied to higher education is discussed.

An Examination of Student Retention at a 2-Year College Through Structural Equation Modeling

2018 ◽  
Vol 22 (4) ◽  
pp. 550-571
Author(s):  
Leslie C. Hafer ◽  
Nicole M. Gibson ◽  
Travis T. York ◽  
Herbert R. Fiester ◽  
Rudo Tsemunhu
Keyword(s):  
Structural Equation Modeling ◽  
Student Retention ◽  
Structural Equation ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
External Support ◽  
Equation Modeling ◽  
Full Time ◽  
College Level ◽  
Grade Point

The purpose of this study was to develop a retention model specific to the 2-year college environment using factors not typically combined with the study of student retention. The study operationalized factors representing the basic psychological needs of autonomy, competence, and relatedness combined with elements of Bean and Metzner’s nontraditional student attrition model. The data were analyzed using structural equation modeling techniques. The results indicated acceptable model fit and small to moderate effects were noted for competence and autonomy with grade point average (GPA). GPA exhibited the sole direct effect on student retention. The results further indicated the student characteristics of full-time enrollment and completion of 30 or more college-level credits combined with GPA explained a higher variance on student retention than did the factors of autonomy, competence, relatedness, external pull, or external support combined.

Critical multicultural education and preservice teachers’ multicultural attitudes

2019 ◽  
Vol 13 (1) ◽  
pp. 106-118 ◽  
Author(s):  
Zeki Arsal
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Multicultural Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Teacher Preparation Program ◽  
Control Group ◽  
Content Type ◽  
Critical Multicultural Education ◽  
Quasi Experimental

Purpose This study aims to examine the effect of critical multicultural education on the multicultural attitudes of preservice teachers in a teacher education program. Design/methodology/approach The study sample consisted of 76 preservice teachers enrolled in a teacher preparation program. This study used a pretest–posttest quasi-experimental research design with pretest-posttest. The multicultural content integration was implemented in an experimental group for one semester, and data were collected using the teacher multicultural attitude survey. Findings Analyses indicated that preservice teachers who were exposed to the critical multicultural education program showed significantly greater progress in their multicultural attitudes compared with teachers in the control group. The results of this study indicate that the integrating critical multicultural education content into teacher education program has a positive effect on fostering preservice teachers’ multicultural attitudes. Practical implications Teacher education program planners should integrate multicultural content, materials and activities into teaching methods courses to promote change in preservice teachers’ multicultural attitudes. Originality/value This study contributes to the multicultural studies on teacher education.

scholarly journals FORMAÇÃO DE PROFESSORES: LICENCIATURA EM QUÍMICA HUMANIZADA SOB A ÓTICA DOS ALUNOS DA UNB

2020 ◽  
Vol 5 (1) ◽  
pp. 193-213
Author(s):  
Evelyn Jeniffer de Lima Toledo ◽  
Henrique do Nascimento Coutinho
Keyword(s):  
Mental Health ◽  
Teacher Education ◽  
Education Research ◽  
Structured Interview ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Human Being ◽  
Made In ◽  
Teacher Education Research

Resumo: Entre as questões caras à pesquisa de formação de professor destaca-se o perfil do ser docente. Entretanto, pouco se tem falado sobre percebê-lo como um ser humano. Assim, o objetivo deste trabalho foi chamar a atenção para a urgência de discutir uma direção para a humanização. Apontamos a teoria das necessidades psicológicas básicas como um caminho.  Foi analisado se o curso de licenciatura em química tem fomentado os pilares básicos da humanização promovendo a saúde mental dos discentes. Os dados foram obtidos através de questionário Likert e entrevista semiestruturada. A amostra foi escolhida por conveniência e julgamento. O questionário teve sua adequabilidade aferida estatisticamente e aponta para uma maioria percebendo o curso como um espaço humanizado. Entretanto, a humanização não deve se restringir à maioria, mas ser estendida para todos e todas. Dessa forma, foram feitos alguns apontamentos a fim de tornar o ambiente mentalmente saudável a toda a comunidade.Palavras-chave: Competência; Pertença; Autonomia, Saúde mental. Abstract: Among the issues that are important to teacher education research, the profile of being a teacher stands out. However, little has been said about perceiving him as a human being. Thus, the objective of this paper was to draw attention to the urgency of discussing a direction for humanization. We point to the theory of basic psychological needs as a path. It was analyzed whether the course in Chemistry (UnB) has been fostering the basic pillars of humanization by promoting students`mental health. The data were obtained through a Likert questionnaire and semi-structured interview. The sample was chosen for convenience and judgment. The questionnaire has its suitability assessed statistically and points to a majority perceiving the course as a humanized space. However, humanization should not be restricted to the majority, but should be extended to everyone. Thus, some notes were made in order to make the environment mentally healthy for the whole Community.Keywords: Competence; Belonging; Autonomy; Mental health.

scholarly journals The effectiveness of the application of project based learning with video content toward students' interests and learning outcomes in graphic design printing subject

2020 ◽  
Vol 3 (3) ◽  
Author(s):  
Muhammad Yusuf Farizi ◽  
Dwi Maryono ◽  
Febri Liantoni
Keyword(s):  
Learning Outcomes ◽  
Graphic Design ◽  
Design Method ◽  
Hypothesis Test ◽  
Project Based Learning ◽  
Video Content ◽  
Error Level ◽  
Significant Difference ◽  
Experimental Design Method ◽  
Quasi Experimental

<p>This study aims to find out the improvement and effectiveness of students' learning interests and learning outcomes in using project-based learning models in graphic design printing subjects. The method in this research uses a quantitative quasi-experimental design method. Data collection is done through questionnaires and pretest-posttest controls. The subjects in this study were class XI Multimedia 2 as experimental class and XI Multimedia 1 as control class. The results showed differences in students' learning interests and learning outcomes after using the project-based learning model. This is evidenced by the first hypothesis test using t-test in posttest result of 0.00 which means less than an error level of 0.05, so the conclusion of both classes has a significant difference. In the second hypothesis test using the N-Gain test on learning interests in the experimental class was greater than the control class (41.21 &gt; 20.77). As well as the learning outcomes of the N-Gain (50.30 &gt; 24.49). Therefore, it is concluded that there is an increase in students' interest and learning outcomes in the experimental class.</p>

scholarly journals Experiencia inicial del modelo de Educación Deportiva en primero de Educación Primaria. Percepción del alumnado y del docente (Initial experience with the Sport Education model in primary school first-grade. Students and teachers’ perceptions)

Retos ◽  
2019 ◽  
pp. 203-210
Author(s):  
Diego Martínez de Ojeda ◽  
Federico Puente-Maxera ◽  
Antonio Méndez-Giménez ◽  
María Pilar Mahedero-Navarrete
Keyword(s):  
Primary School ◽  
Teacher Perceptions ◽  
First Grade ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Sport Education ◽  
Teachers Perceptions ◽  
Quasi Experimental ◽  
Education Model ◽  
Educación Primaria

A pesar de haber sido aplicado con éxito en estudiantes de diferentes edades, en la actualidad no hay constancia de investigaciones que hayan examinado el impacto del modelo de Educación Deportiva (MED) entre el alumnado de primer curso de Educación Primaria (EP). El objetivo del presente estudio fue implementar una temporada a partir del MED en un curso de primero de EP a efectos de conocer su impacto sobre las percepciones docentes y discentes respecto al propio modelo, así como sus efectos motivacionales (satisfacción de las necesidades psicológicas básicas). Esta cuestión se abordó desde una perspectiva cuantitativa y cualitativa. La muestra se compuso de 18 estudiantes (Medad = 6.61) y un docente (con una experiencia de 12 años, tres de ellos aplicando el MED), pertenecientes a un colegio ubicado en una zona rural del sureste de España. Es un estudio de caso en el que se empleó un diseño cuasi-experimental con medidas repetidas pretest-postest. La percepción discente fue captada a partir de entrevistas, cuestionarios y dibujos, mientras que la percepción docente fue recogida mediante un diario y entrevistas. Los resultados son consistentes con los de estudios previos sobre el MED entre escolares de corta edad. Se encontraron aumentos significativos en los niveles de cultura deportiva y entusiasmo. Igualmente, se observaron mejoras en las NPB. Se sugiere que el MED puede ser aplicado con éxito en primero de EP.Abstract: The Sport Education model has been widely investigated across different ages. Nevertheless, to date there is no published research that examines its impact on primary school first-grade students. The goal was to implement a Sport Education season in a first-grade class to assess students and teacher’ perceptions about the model and its motivational effects (basic psychological needs satisfaction). This question was addressed from a quantitative and qualitative perspective. The sample was composed by 18 students (Mage = 6.61) and one teacher enrolled in a school from a rural area in southeastern Spain. A quasi-experimental design, pretest-postest measures, was carried out. Students’ perceptions were collected via questionnaires, interviews, and drawings, while teacher’s perspective was gathered with interviews and diary notes. Results are consistent with previous Sport Education studies in early primary years. There were found significant increments on literacy and enthusiasm, as well as improvements on motivational domains. Findings suggest there is potential enough for introducing Sport Education in the whole primary education stage. Most relevant didactical implications are also discussed.

scholarly journals Efecto de una intervención docente para la mejora de variables motivacionales situacionales en Educación Física (An educational intervention for improving situational motivational variables in Physical Education)

Retos ◽  
2016 ◽  
pp. 108-113
Author(s):  
Javier Sevil Serrano ◽  
José Antonio Julián Clemente ◽  
Alberto Abarca-Sos ◽  
Alberto Aibar Solana ◽  
Luis García-González
Keyword(s):  
Physical Education ◽  
Student Motivation ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Experimental Unit ◽  
Goal Theory ◽  
Situational Variables ◽  
Control Units ◽  
Palabras Clave ◽  
Quasi Experimental

El presente estudio pretende evaluar el desarrollo de una intervención docente en una unidad didáctica y comprobar su efecto sobre diferentes variables motivacionales a nivel situacional, a partir de las premisas de la teoría de las metas de logro (Nicholls, 1989) y de la teoría de la autodeterminación (Ryan & Deci, 2002). Se realizó un estudio cuasi-experimental a lo largo de una secuencia de tres unidades didácticas integradas en la programación didáctica anual del profesor de EF. En la unidad experimental de salto con combas se aplicaron una serie de estrategias vinculadas a las áreas TARGET (Ames, 1992) y en las dos unidades control no hubo ningún tipo de manipulación en la intervención. En el estudio participaron un total de 92 alumnos de 1º de Educación Secundaria Obligatoria, con edades comprendidas entre los 11 y 14 años. Los instrumentos utilizados midieron al final de las tres unidades didácticas distintas variables situacionales: el clima motivacional, las necesidades psicológicas básicas, la motivación autodeterminada y la diversión. Los resultados mostraron en la unidad didáctica experimental, respecto a las unidades control, una mayor percepción del clima tarea, una mayor satisfacción de las necesidades psicológicas básicas, una mayor motivación autodeterminada y una mayor diversión en el alumnado. Por tanto, la eficacia de esta intervención refleja la importancia de implementar estrategias relativas a las áreas TARGET en las clases de Educación Física para generar un clima tarea, influyendo de esta forma en la motivación y diversión de los alumnos. Palabras clave: intervención docente; motivación del alumnado; necesidades psicológicas básicas; diversión; educación física; áreas TARGET.Abstract: This study aims to evaluate the development of a teacher intervention in a didactic unit and to check their effect on different motivational situational variables, based on the achievement goal theory (Nicholls, 1989) and the self-determination theory (Ryan & Deci, 2002). We proposed a quasi-experimental study during a sequence of three didactic units which belong to the physical education program. A series of strategies connected with TARGET areas were applied in the experimental jumping rope unit and there wasn´t any kind of manipulation in the intervention in the two control units. In this study, 92 Physical Education 1st year compulsory secondary education students, aged between 11 and 14 years, were involved. The instruments measured different situational variables at the end of the three didactic units: motivational climate, basic psychological needs, self-determined motivation and enjoyment. The results in the experimental unit, respect to control units, showed greater task climate, greater satisfaction of basic psychological needs, greater self-determined forms of motivation as well as greater enjoyment of the students. Therefore, the effectiveness of this intervention reflects the importance of the implementation of strategies related to TARGET areas in the physical education lessons to improve the task climate, so it influences student motivation and enjoyment of the students. Key words:teacher intervention; student motivation; basic psychological needs; enjoyment; physical education; TARGET areas.

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