The Impact of a Combination of Flipped Classroom and Project-Based Learning on the Learning Motivation of University Students

Abstract

Our study investigated the effects of combining project-based learning (PBL) and flipped classroom (FC) methods in university education on the learning motivation and learning outcomes of students at the bachelor (BSc), master (MSc), and higher vocational education and training (HVET) levels. We aimed to explore how these modern teaching methods can influence students’ performance and motivation at different levels of education. The research used cross-sectional analysis and quantitative methods to evaluate the impact of FC and combined PBL and FC methods. This study followed groups of students for two academic years, comparing their results with control groups that did not benefit from the combined teaching method but were studied in a same FC environment. The results showed that students at the BSc and HVET levels significantly improved their learning motivation and achievement by combining PBL and FC methods (BSc: p = 0.0001248, HVET: p = 0.0485), while at the MSc level, this effect was not significant (p = 0.1000). These data support that an effective combination of PBL and FC methods can improve learning motivation and outcomes at certain levels of education, but further research is needed better to understand the effects for students at the MSc level.