Flipped classroom versus traditional teaching of science in lower secondary school: A study of pupils' motivation, preparation and learning outcome

Abstract

In response to numerous requests for empirical data on the effect of flipped classroom, we performed a minor study comparing pupils' motivation, preparation and learning outcome between flipped classroom and traditional teaching. To do this, we conducted a session with flipped classroom and traditional teaching, respectively, in two lower secondary school classes and measured indicators of learning outcome and preparation for class. In addition, we interviewed pupils from both classes and interpreted the data using the self-determination theory of motivation. The results indicate that a session with flipped classroom in upper secondary school can promote development of autonomous motivation better than traditional teaching. However, it does not necessarily result in more pupils preparing for class or a higher learning outcome than traditional teaching, albeit it can affect pupils differently. Furthermore, the study indicates that preparation for class has a strong impact on the learning outcomes in both flipped classroom and traditional teaching. This study compensates for the paucity of empirical data in the literature pertaining to the effect of flipped classroom as compared to traditional teaching.