Literaturnachweis - Detailanzeige
| Autor/inn/en | Dixon, Keshia; Wendt, Jillian L. |
|---|---|
| Titel | Science Motivation and Achievement among Minority Urban High School Students: An Examination of the Flipped Classroom Model |
| Quelle | In: Journal of Science Education and Technology, 30 (2021) 5, S.642-657 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Wendt, Jillian L.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1059-0145 |
| DOI | 10.1007/s10956-021-09909-0 |
| Schlagwörter | Student Motivation; Science Achievement; Minority Group Students; Urban Schools; High School Students; Flipped Classroom; Learner Engagement |
| Abstract | The effect of the flipped classroom model (FCM) on high school students' science motivation and achievement in an urban public school was examined using a quasi-experimental pretest/posttest design. Over 4 weeks, sixty students engaged in the FCM and 62 students engaged in the traditional classroom model. Motivation was measured using the Science Motivation Questionnaire (SMQ-II), and achievement was measured using the Endocrine System Unit Test (ESUT). A statistically significant difference in students' composite levels of motivation when engaging in the FCM as compared with the traditional face-to-face model was found, with a statistically significant difference among the self-efficacy subscale only. A significant difference in academic achievement was not found. The implications of the research and suggestions for future examination are discussed. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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