Exploring Student Motivation and Performance in the Flipped Classroom: A Case Study of Nursing Students
Aziz Naciri 1 * , Mohamed El Hajji 2, Mohamed Radid 3 4, Ahmed Kharbach 5 6, Ghizlane Chemsi 1 4
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1 Laboratory of Sciences and Technologies of Information and Education, Faculty of Sciences Ben M’Sik, Hassan II University of Casablanca, MOROCCO
2 Regional Center for Careers Education and Training, Agadir, MOROCCO
3 Laboratory of Physical Chemistry of Materials, Faculty of Sciences Ben M’Sik, Hassan II University of Casablanca, MOROCCO
4 Observatory of Research in Interdisciplinary Didactics and University Pedagogy, Faculty of Sciences Ben M’Sik, Hassan II University of Casablanca, Casablanca, MOROCCO
5 Laboratory of Biostatistics, Clinical Research and Epidemiology, Faculty of Medicine and Pharmacy of Rabat, Mohamed V University, Rabat, MOROCCO
6 High Institute of Nursing Professions and Technical Health, Agadir, MOROCCO
* Corresponding Author

Abstract

Introduction & Background: Technological progress has transformed all areas including the field of education and training. This has allowed us to take advantage of the functionalities offered by information and communication technologies to improve learning experiences. This research aims to explore the motivation and performance of nursing students in the flipped classroom compared to the traditional method.
Methods: This pre-experimental study was conducted on a single group pretest-posttest with twenty students using two distinct teaching methods (the traditional method and the flipped classroom) in the community health planning course. In pre-test and post-test, motivation and performance scores were calculated, respectively, from the motivated strategies for learning questionnaire and the results of the performance tests. Pretest and posttest scores were compared using the Wilcoxon signed-rank test.
Results: The findings showed that the motivation scores of all students (n=20) were positively improved in the flipped classroom compared to the traditional method. Specifically, extrinsic goal orientation (p=0.021), control beliefs (p=0.019), and self-efficacy for learning and performance (p=0.016) were the motivational subcomponents that were significantly improved. However, intrinsic goal orientation (p=0.055), task value (p=0.866), and test anxiety (p=0.6) did not show a statistically significant. On the other hand, student performance was significantly improved in the flipped classroom (14.4±2.57 vs. 17.7±1.28, p<0.001).
Conclusion: This innovative approach is an essential alternative for improving the quality of nursing education.

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Original Article

https://doi.org/10.29333/ejgm/11796

ELECTRON J GEN MED, 2022 - Volume 19 Issue 3, Article No: em364

Publication date: 23 Feb 2022

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Article Downloads: 479

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