Exploring Student Motivation and Performance in the Flipped Classroom: A Case Study of Nursing Students

Abstract

Methods: This pre-experimental study was conducted on a single group pretest-posttest with twenty students using two distinct teaching methods (the traditional method and the flipped classroom) in the community health planning course. In pre-test and post-test, motivation and performance scores were calculated, respectively, from the motivated strategies for learning questionnaire and the results of the performance tests. Pretest and posttest scores were compared using the Wilcoxon signed-rank test. Results: The findings showed that the motivation scores of all students (n=20) were positively improved in the flipped classroom compared to the traditional method. Specifically, extrinsic goal orientation (p=0.021), control beliefs (p=0.019), and self-efficacy for learning and performance (p=0.016) were the motivational subcomponents that were significantly improved. However, intrinsic goal orientation (p=0.055), task value (p=0.866), and test anxiety (p=0.6) did not show a statistically significant. On the other hand, student performance was significantly improved in the flipped classroom (14.4±2.57 vs. 17.7±1.28, p<0.001). Conclusion: This innovative approach is an essential alternative for improving the quality of nursing education.