Flipping the Classroom for Optimizing Undergraduate Students’ Motivation and Understanding of Medical Physics Concepts

Ali Khaled Bawaneh; Ahmed Boudjema Hamida Moumene

doi:10.29333/ejmste/8561

Full Text (PDF)

Ali Khaled Bawaneh ¹ ^* , Ahmed Boudjema Hamida Moumene ²

More Detail

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.

Keywords

flipped classroom
medical physics concepts
optimizing motivation
learning physics

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: 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

Article Views: 1027

Article Downloads: 649

Open Access References How to cite this article

References

Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the ﬂipped classroom: Deﬁnition, rationale and a call for research. Higher Education Research and Development, 34(1), 1-14. https://doi.org/10.1080/07294360.2014.934336
Akçayır, G., & Akçayır, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126, 334-345. https://doi.org/10.1016/j.compedu.2018.07.021
Al-Kellani, A., & Al-Shraifeen, N. (2011). Introduction to research in education and social sciences (3^rd Ed.). Dar Al Masirah for Publishing, Distribution and Printing. Amman, Jordan.
Al-Shabibi, T. S., & Al-Ayasra, M. A. (2019). Effectiveness of the flipped classroom strategy in learning outcomes (bibliometric study). International Journal of Learning, Teaching and Educational Research, 18(3), 96-127. https://doi.org/10.26803/ijlter.18.3.6
Al-Zahrani, A. M. (2015). From passive to active: The impact of the flipped classroom through social learning platforms on higher education students’ creative thinking. British Journal of Educational Technology, 46(6), 1133-1148. https://doi.org/10.1111/bjet.12353
Arnold-Garza, S. (2014). The Flipped Classroom Teaching Model and its use for information literacy instruction. Communications in Information Literacy 8(1), 1-16. https://doi.org/10.15760/comminfolit.2014.8.1.161
Aşıksoy, G., & Özdamlı, F. (2016). Flipped Classroom adapted to the ARCS Model of Motivation and applied to a Physics Course. Eurasia Journal of Mathematics, Science & Technology Education, 12(6), 1589-1603. https://doi.org/10.12973/eurasia.2016.1251a
Atkinson, J. W. (1964). An introduction to motivation. Princeton, N.J.: Van Nostrand.
Bansal, S., Bansal, M., Ahmad, K. A., & Pandey, J. (2020). Effects of a flipped classroom approach on learning outcomes of higher and lower performing medical students: A new insight. Adv Educ Res Eval, 1(1), 24-31. https://doi.org/10.25082/AERE.2020.01.005
Bawaneh, A. (2019). The effectiveness of using mind mapping on tenth-grade students’ immediate achievement and retention of electric energy concepts. Journal of Turkish Science Education, 16(1), 123-138.
Bawaneh, A., Moumene, A., & Aldalalah, O. (2020). Gauging the Level of Reflective Teaching Practices among Science Teachers. International Journal of Instruction, 13(1), 695-712. https://doi.org/10.29333/iji.2020.13145a
Bawaneh, A., Zain, A. N. M., & Salmiza, S. (2010a). Radical conceptual change through teaching method based on constructivism theory for eight grade Jordanian students. The Journal of International Social Research, 3(14), 131-147. https://doi.org/10.5539/ies.v3n1p96
Bawaneh, A., Zain, A. N. M., & Salmiza, S. (2010b). Investigating students’ preferable learning styles based on Herrmann’s whole brain model for the purpose of developing new teaching method in modifying science misconceptions. Educational Research (ISSN: 2141-5161), International Research Journals, 1(9), 363-372.
Bawaneh, A., Zain, A. N. M., Salmiza, S., & Abdul Ghani, K. (2012). The Effect of a Brain-Based Teaching Method on Conceptual Change in Students’ Understanding of Electricity. International Journal of Physics & Chemistry Education, 4(2), 79-96.
Bawaneh, A., Zain, A., & Saleh, S. (2012). Using Herrmann Whole Brain Teaching Method to Enhance Students’ Motivation towards Science Learning. Journal of Turkish Science Education, 9(3), 03-22.
Baz, T., & Bawaneh, A. (2008). The effect of using conflict maps as an instructional tool in changing alternative conceptions of eight grade students in science in the Hashemite Kingdom of Jordan. The Educational Journal, 87(22) 149-189.
Bellanca, J. A., & Brandt, R. S. (2010). 21st-century skills: Rethinking how students learn. Bloomington, IN: Solution Tree Press.
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education.
Broman, K., & Johnels, D. (2019) Flipping the class: University Physics students’ experiences from a new teaching and learning approach Physics Teacher International, 1(1), 20180004 https://doi.org/10.1515/cti-2018-0004
Broussard, S. C., & Garrison, M. E. B. (2004). The relationship between classroom motivation and academic achievement in elementary school-aged children. Family and Consumer Sciences Research Journal, 33(2) 106-120. https://doi.org/10.1177/1077727X04269573
Chang, Y. H., Song, A. C., & Fang, R. J. (2018). Integrating ARCS model of motivation and PBL in flipped classroom: a case study on a programming language. EURASIA Journal of Mathematics, Science and Technology Education, 14(12), em1631. https://doi.org/10.29333/ejmste/97187
Chiquito, M., Castedo, R., Santos, A. P., López, L. M., & Alarcón, C. (2020). Flipped classroom in engineering: The influence of gender. Computer Applications in Engineering Education, 28, 80-89. https://doi.org/10.1002/cae.22176
Chung, E. J., & Lee, B. H. (2018). The effects of flipped learning on learning motivation and attitudes in a class of college physical therapy students, Journal of Problem-Based Learning, 5(1), 29-36. https://doi.org/10.24313/jpbl.2018.5.1.29
Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hilisdale, NJ: Erlbaum. https://doi.org/10.1002/bs.3830330104
Cole, J. E., & Kritzer, J. B. (2009). Strategies for success: Teaching an online course. Rural Special Education Quarterly, 28(4), 36-40. https://doi.org/10.1177/875687050902800406
Courts, B., & Tucker, J. (2012). Using technology to create a dynamic classroom experience. Journal of collage teaching and learning, 9(2), 121-128. https://doi.org/10.19030/tlc.v9i2.6907
De Charms, R. (1976). Enhancing Motivation: Change in the Classroom. New York: Halsted.
Deci, E. L., & Ryan, R. M. (2008). Self-determination theory: A macro theory of human motivation, development, and health. Canadian Psychology/Psychologie Canadienne, 49(3), 182. https://doi.org/10.1037/a0012801
Deci, E., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Springer Science & Business Media. https://doi.org/10.1007/978-1-4899-2271-7
Deckers, L. (2018). Motivation: Biological, Psychological, and Environmental. New York: Routledge. https://doi.org/10.4324/9781315178615
Demirel, E. E. (2016). Basics and Key Principles of Flipped Learning: Classes Upside Down. International Journal of Languages, Literature, and Linguistics, 2(3), 109-112. https://doi.org/10.18178/IJLLL.2016.2.3.77
Flipped Learning Network, (2014). Definition of flipped learning. Retrieved from http://flippedlearning.org/domain/46
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences of the United States of America, 111(23), 8410-8415. https://doi.org/10.1073/pnas.1319030111
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415. https://doi.org/10.1073/pnas.1319030111
Gallagher, K. (2009). LOEX Conference Proceedings 2007: From guest lecturer to assignment consultant: Exploring a new role for the teaching librarian. Ypsilanti, MI: Eastern Michigan University. Retrieved from http://commons.emich.edu/cgi/article=1008&context=loexconf2007
Gannod, G. C., Burge, J. E., & Helmick, M. T. (2008). Proceedings of the 30^th International Conference on Software Engineering: Using the inverted classroom to teach software engineering. New York, NY: ACM. https://doi.org/10.1145/1368088.1368198
Gay, L. R., & Airasian, P. W. (2003). Educational research: Competencies for analysis and application (7^th Ed), Prentice-Hall. USA.
Gay, L. R., Mills, G. E., & Airasian, P. (2009). Educational research: Competencies for analysis and applications (9^th Ed.). Upper Saddle River, NJ: Pearson, USA.
Gayeta, N. E. (2017). Flipped Classroom as an Alternative Strategy for Teaching Stoichiometry. Asia Pacific Journal of Multidisciplinary Research, 5(4), 83-89.
Janet, H. (2019). Gamifying the flipped classroom: how to motivate Chinese ESL learners? Innovation in Language Learning and Teaching. http://Doi.10.1080/17501229.2019.1614185
Karabulut-Ilgu, A., Cherrez, N. J., & Jahren, C. T. (2018). A systematic review of research on the flipped learning method in engineering education. British Journal of Educational Technology, 49(3), 398-411. https://doi.org/10.1111/bjet.12548
Kehoe, T., Schofield, P., Branigan, E., & Wilmore, M. (2018). The Double Flip: Applying a Flipped Learning Approach to Teach the Teacher and Improve Student Satisfaction, Journal of University Teaching & Learning Practice, 15(1), 7. Retrieved from http://ro.uow.edu.au/jutlp/vol15/iss1/7
Kili, K. (2005). Digital game-based learning: Towards an experiential gaming model. Internet and Higher Education, 8(1), 13-24. https://doi.org/10.1016/j.iheduc.2004.12.001
King, A. (1993). “From sage on the stage to guide on the side.” College teaching, 41(1), 30-35. https://doi.org/10.1080/87567555.1993.9926781
Låg, T. R., & Sæle, G. (2019). Does the flipped classroom improve student learning and satisfaction? A systematic review and meta-analysis. AERA Open, 5(3), 1-17. https://doi.org/10.1177/2332858419870489
Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. Journal of Economic Education, 31(1), 30-43. https://doi.org/10.2307/1183338
Likorish, S. A., George, J. L., Owen, H. E., & Daniel, B. K. (2017). “Go Kahoot!” Enriching Classroom Engagement, Motivation, and Learning Experience with Games. In W. Chen et al. (Eds.), Proceedings of the 25^th International Conference on Computers in Education (pp. 755-764). New Zealand: Asia-Pacific Society for Computers in Education.
Linnenbrink, E. A., & Pintrich, P. R. (2003). The role of self-eﬃcacy beliefs in student engagement and learning in the classroom. Reading & Writing Quarterly, 19(2), 119-137. https://doi.org/10.1080/10573560308223
Liu, D., & Wenzhong Z.H.U. (2019). Students’ Initial Experience of Flipped Classroom in Business and Management Education in China: Perceptions and Implications. Proceedings of the 2019 8th International Conference on Educational and Information Technology (pp. 124-130). https://doi.org/10.1145/3318396.3318429
Lo, C. K., Hew, K. F., & Chen, G. (2017). Toward a set of design principles for mathematics ﬂipped classrooms: A synthesis of research in mathematics education. Educational Research Review, 22, 50-73. https://doi.org/10.1016/j.edurev.2017.08.002
Lundin, M., Rensfeldt, A. B., Hillman, T., Lantz-Andersson, A., & Peterson, L. (2018). Higher education dominance and siloed knowledge: a systematic review of flipped classroom research. International Journal of Educational Technology in Higher Education, 15(20), 1-30. https://doi.org/10.1186/s41239-018-0101-6
Moreno-Guerrero, A. J., Romero-Rodríguez, J. M., López-Belmonte, J., & Alonso-García, S. (2020). Flipped Learning Approach as Educational Innovation in Water Literacy. Water, 12(2), 574. https://doi.org/10.3390/w12020574
Moumene, A. (2010). Grammar tasks and the learning of English as a Foreign Language. El-Tawassol (Annaba University Publications, Algeria), 25, 73-102.
Nowick, J. S. (2015). Organic Medical Physics. Retrieved from http://www.chem.uci.edu/jsnowick/organicMedicalPhysics/index.html#advancedstructurre
Obeidat, D., & Abu Al-Sameed, S. (2007). Brain, teaching, and thinking. (1^st ed.). Amman, Jordan: Dar Al-Fikr.
O’Flaherty, J., & Phillips, C. (2015). The use of ﬂipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85-95. https://doi.org/10.1016/j.iheduc.2015.02.002
Overmyer, J. (2012, September). Flipped classrooms 101. Principal, 46-47.
Ozdamli, F., & Asiksoy, G. (2016). Flipped classroom approach. World Journal on Educational Technology: Current Issues, 8(2), 98-105. https://doi.org/10.18844/wjet.v8i2.640
Papastergiou, M. (2009). Digital game-based learning in high school computer science education: Impact on educational effectiveness and student motivation. Computers & Education, 52(1), 1-12. https://doi.org/10.1016/j.compedu.2008.06.004
Plump, C. M., & LaRosa, J. (2017). Using Kahoot in the classroom to create engagement and active learning: A game-based technology solution for eLearning novices. Management Teaching Review, 2(2), 151-158. https://doi.org/10.1177/2379298116689783
Qablan, A., Jaradat, S., & Al-Momani, I. (2010). Elementary Science Teachers’ Perceptions of Educational Reform in Relation to Science Teaching in Jordan. Jordan Journal of Educational Sciences, 6(2), 161-173.
Reiss, S. (2012). Intrinsic and extrinsic motivation: Teaching of Psychology 39(2), 152-156. https://doi.org/10.1177/0098628312437704
Seery, MK. (2015). Flipped learning in higher education Physics: emerging trends and potential directions. Physics Education Research and Practice, 16, 758-768. https://doi.org/10.1039/C5RP00136F
Sergis, S., Sampson, D. G., & Pelliccione, L. (2018). Investigating the impact of Flipped Classroo9m on students’ learning experiences: A Self-Determination Theory approach. Computers in Human Behavior, 78, 368-378. https://doi.org/10.1016/j.chb.2017.08.011
Slaity, W. (2008). Learning based on the brain (1^st Ed.). Amman, Jordan: Dar Al-Fikr.
Stipek, D. J. (1996). Motivation and instruction. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of Educational Psychology, 1, 85-113.
Stipek, D. J., & Weisz J. R. (1981). Perceived Personal Control and Academic achievement. Review of Educational Research, 51(1), 101-137. https://doi.org/10.3102/00346543051001101
Su, C. Y., & Chen, C. H. (2018). Investigating the effects of flipped learning, student question generation, and instant response technologies on students’ learning motivation, attitudes, and engagement: A structural equation modeling. EURASIA Journal of Mathematics, Science and Technology Education, 14(6), 2453-2466. https://doi.org/10.29333/ejmste/89938
Thalluri, J., & Penman, J. (2017). Sciences come alive for first-year university students through the flipped classroom. Third International Conference on Higher Education Advances. Universitat Politecnica de Valencia, Valencia. https://doi.org/10.4995/HEAD17.2017.5169
Tomas, L., Evans, N., Doyle, T., & Skamp, K. (2019). Are first-year students ready for a flipped classroom? A case for a flipped learning continuum. International Journal of Educational Technology in Higher Education, 16(5), 1-22. https://doi.org/10.1186/s41239-019-0135-4
Topcu, S., & Leana-Tascilar, M. Z. (2018). The role of motivation and self-esteem in the academic achievement of Turkish gifted students. Gifted Education International, 34(1), 3-18. https://doi.org/10.1177/0261429416646192
Tuan, H., Chin, C., & Shieh, S. (2005). The development of a questionnaire to measure students’ motivation towards science learning. International Journal of Science Education, 27, 639-654. https://doi.org/10.1080/0950069042000323737
Tütüncü, N., & Aksu, M. (2018). A systematic review of flipped classroom studies in Turkish education. International Journal of Social Sciences and Education Research, 4(2), 207-229. https://doi.org/10.24289/ijsser.405647
Urfa, M. (2018). Flipped Classroom Model and Practical Suggestions. Journal of Educational Technology & Online Learning, 1(1), 47-59. https://doi.org/10.31681/jetol.378607
Van Alten D. C. D., Phielix, C., Janssen, J., & Kester, L. (2019). Eﬀects of ﬂipping the classroom on learning outcomes and satisfaction: A meta-analysis. Educational Research Review, 28, 1-18. https://doi.org/10.1016/j.edurev.2019.05.003
Villalba, M. T., Castilla, G., & Redondo-Duarte, S. (2018). Factors with influence on the adoption of the flipped classroom model in technical and vocational education. Journal of Information Technology Education: Research, 17, 441-469. https://doi.org/10.28945/4121
Vogelsang, K., & Ollermann, F. (2019). Flipped classroom evaluation using the teaching analysis poll. 5th International Conference on Higher Education Advances (HEAd’19) Universitat Politecnica de Valencia, Valencia. https://doi.org/10.4995/HEAd19.2019.9203
Wang, A. I. (2015). The wear-out effect of a game-based student response system. Computers & Education, 82, 217-227. https://doi.org/10.1016/j.compedu.2014.11.004
Xin-Yue, Z. (2016). Motivation in a flipped classroom, a case study of teaching oral English in a vocational college in Mainland China. Sino-US English Teaching, 13(6), 460-467. https://doi.org/10.17265/1539-8072/2016.06.004

How to cite this article

APA

Bawaneh, A. K., & Moumene, A. B. H. (2020). Flipping the Classroom for Optimizing Undergraduate Students’ Motivation and Understanding of Medical Physics Concepts. Eurasia Journal of Mathematics, Science and Technology Education, 16(11), em1899. https://doi.org/10.29333/ejmste/8561

Vancouver

Bawaneh AK, Moumene ABH. Flipping the Classroom for Optimizing Undergraduate Students’ Motivation and Understanding of Medical Physics Concepts. EURASIA J Math Sci Tech Ed. 2020;16(11):em1899. https://doi.org/10.29333/ejmste/8561

AMA

Bawaneh AK, Moumene ABH. Flipping the Classroom for Optimizing Undergraduate Students’ Motivation and Understanding of Medical Physics Concepts. EURASIA J Math Sci Tech Ed. 2020;16(11), em1899. https://doi.org/10.29333/ejmste/8561

Chicago

Bawaneh, Ali Khaled, and Ahmed Boudjema Hamida Moumene. "Flipping the Classroom for Optimizing Undergraduate Students’ Motivation and Understanding of Medical Physics Concepts". Eurasia Journal of Mathematics, Science and Technology Education 2020 16 no. 11 (2020): em1899. https://doi.org/10.29333/ejmste/8561

Harvard

Bawaneh, A. K., and Moumene, A. B. H. (2020). Flipping the Classroom for Optimizing Undergraduate Students’ Motivation and Understanding of Medical Physics Concepts. Eurasia Journal of Mathematics, Science and Technology Education, 16(11), em1899. https://doi.org/10.29333/ejmste/8561

MLA

Bawaneh, Ali Khaled et al. "Flipping the Classroom for Optimizing Undergraduate Students’ Motivation and Understanding of Medical Physics Concepts". Eurasia Journal of Mathematics, Science and Technology Education, vol. 16, no. 11, 2020, em1899. https://doi.org/10.29333/ejmste/8561