The impact of flipped learning on procrastination and students' attitudes toward it

Abstract

The current study aimed at investigating the impact of flipped learning model on university students’ procrastination and their attitudes toward flipped learning. The study utilized a quasi-experimental research design, which employed Tuckman's procrastination test, which was administered to all 80 students enrolled in two sections at “computer in education” course offered by the Faculty of education at Hashemite University, Jordan during the first semester of the academic year 2018/2019. The study utilized two research instruments: Tuckman's “Procrastination Test” which consisted of 16 items with five alternatives for each item according to Likert Scale and attitudes questionnaire. Students were divided randomly into two groups: control and experimental groups. The 40 students in the experimental group were taught by flipped learning model while the 40 students in the control group were taught by a traditional model. To answer the research questions, means and standard deviations were calculated for students’ responses on the Tuckman's procrastination test. The results of the study showed that procrastination persisted as there were no significant differences at the level of (α = 0.05) for the benefit of flipped learning model despite the positive attitudes students showed toward flipped learning on the attitudes questionnaire. Based on the results obtained, procrastination proved to be a tough issue, which may require further attention and psychological intervention to help students to overcome the issue, capitalizing on the positive attitudes they showed toward flipped learning.