The Effect of Multimedia Flipped Teaching on Students' Motivation and Academic Progress in Biology

Dehghan, H.; Mahdavi, L.; Zare, Z.

doi:10.22061/tej.2024.10806.3064

Document Type : Original Research Paper

Authors

¹ Senior expert and teacher of Biology, Taft, Yazd, Iran

² Department of Biology Education, Farhangian University, PO Box 889-14665, Tehran, Iran.

https://doi.org/10.22061/tej.2024.10806.3064

Abstract

Background and Objectives: Teaching in the flipped learning method is a relatively new approach in the world that involves students in learning, and the main role of the teacher in this method is educational design. Considering the importance of experimental science courses in the national curriculum and since biology as one of the experimental science courses has an important role in health, hygiene, industry, environment, etc., it seems necessary to deal with the new model of education in learning this lesson. The present study was conducted with the aim of investigating the effect of reverse teaching using multimedia method on the motivation and academic progress of students in the biology course according to previous studies in this field.
Methods: The research was semi-experimental with two experimental and control groups. The statistical population included male students of the 10th grade of experimental sciences in Taft, Yazd province in the academic year of 2023-2024. The study sample consisted of 45 people who were selected by the "available sampling" method and were randomly assigned to the experimental and control groups (22,23 participants). The instruments for measuring the variables were the researcher-made academic achievement test and Harter's standard academic motivation questionnaire. The validity of the tool developed by the researcher was determined eliciting the opinions of expert teachers and their reliability was determined by retesting. The research implementation method was based on comparative teaching between the tested groups. In this research, the teaching topic was selected from the fourth chapter of the 10th grade biology book titled "Circulation of substances in the body". In the class of the control group, teaching was done through the conventional traditional methods of biology lessons, while in the class of the experimental group, class management and teaching were done based on the design of the learning unit with the model of " flipped learning ".The training in each of the studied groups was conducted in 8 sessions of 90 minutes in accordance with the objectives of the research and the chapters selected from the 10th biology book and in both groups by the researcher. And the test was taken in the ninth session. SPSS26 statistical software and statistical tests (Kolmogorov-Smirnov, Pearson correlation and t-test) were used to analyze the data.
Findings: The data obtained from the pre-test and post-test among the students were analyzed at two descriptive and inferential levels, with the aim of the effect of flipped learning method on the progress and academic motivation of the biology course of the tenth-grade students and the difference between this method and the traditional teaching method. The results showed that flipped learning had a significant effect on the academic motivation and academic progress of tenth grade students in biology (P<0.005). Also, according to the mean values for the two groups, this difference was in favor of the group of students who were under flipped learning.
Conclusion: In general, flipped learning is a new method for teaching and learning and can facilitate and improve learning. According to the positive results presented in this research, it is suggested that other courses of experimental sciences should also be measured and evaluated in terms of the effectiveness of this educational method, and it is also suggested that this effect be compared among the statistical population of girls and boys to compare the level of learning and interest of male and female students.

Keywords

Main Subjects

Electronic learning- virtual

COPYRIGHTS
© 2024 The Author(s). This is an open-access article distributed under the terms and conditions of the Creative Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) (https://creativecommons.org/licenses/by-nc/4.0/)

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