Flipping the Classroom for Optimizing Undergraduate Students’ Motivation and Understanding of Medical Physics Concepts
Ali Khaled Bawaneh 1 * , Ahmed Boudjema Hamida Moumene 2
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1 Deanship of Academic Development at Imam Abdulrahman Bin Faisal University, SAUDI ARABIA
2 Professor at Deanship of Preparatory Year and Supporting Studies Imam Abdulrahman Bin Faisal University, SAUDI ARABIA
* Corresponding Author

Abstract

The purpose of this study was to investigate the effects of the flipped classroom on optimizing students’ motivation and understanding of medical physics concepts. This approach transfers teacher-fronted lessons out of class to be prepared by students at home and utilizes their class time for discussion and practice. The sample included 123 female students: 58 in a flipped classroom and 65 in a conventional classroom. Three instruments were developed: teachers’ guide, an understanding test, and students’ motivation questionnaire. Data were analyzed using the mean, standard deviation, ANCOVA - test, and size effect. The results showed that there were statistically significant differences among students’ increased motivation and understanding of medical physics concepts in favor of the flipped classroom learning. Therefore, instructors and curriculum developers should restructure the contents of their courses according to flipped classroom principles to foster students’ motivation and understanding of medical physics concepts.

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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: Research Article

https://doi.org/10.29333/ejmste/8561

EURASIA J Math Sci Tech Ed, 2020 - Volume 16 Issue 11, Article No: em1899

Publication date: 07 Oct 2020

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