Effect of Flipped Classroom Approach on Middle School Students' Math Motivation and Math Anxiety in India

Autor/in	Jain, Smita
Titel	Effect of Flipped Classroom Approach on Middle School Students' Math Motivation and Math Anxiety in India
Quelle	(2019), (121 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, The University of Memphis
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-0856-1786-4
Schlagwörter	Hochschulschrift; Dissertation; Foreign Countries; Homework; Video Technology; Educational Technology; Technology Uses in Education; Middle School Students; Mathematics Achievement; Student Motivation; Teaching Methods; Goal Orientation; Expectation; Self Efficacy; Self Control; Test Anxiety; Grade 8; India; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ausland; Hausaufgabe; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schulische Motivation; Teaching method; Lehrmethode; Unterrichtsmethode; Zielorientierung; Zielvorstellung; Expectancy; Erwartung; Self-efficacy; Selbstwirksamkeit; Selbstbeherrschung; Examination phobia; Testangst; Prüfungsangst; School year 08; 8. Schuljahr; Schuljahr 08; Indien
Abstract	The purpose of this experimental posttest-only study was to determine the effect of the flipped classroom approach (FCA) instructional strategy on motivational orientations of middle school students in math in India. The research questions focused on the effect of FCA on student's value component (intrinsic goal orientation, extrinsic goal orientation, task value), expectancy component (self-efficacy and control beliefs), and affective component (test anxiety). These variables were measured using the Motivated Strategies for Learning Questionnaire (MSLQ). Two intact sections of eighth-grade students (n=66) from a private K-12 school in India participated in the study. Participants were randomly assigned to one of two conditions: using FCA (videos from Khan Academy) and not using FCA to teach the same mathematics topic. At the end of the one-week long study, two surveys were administered to participants in both groups: the demographic survey and the MSLQ. Statistical analyses using two MANOVAs and a one-way ANOVA showed no statistically significant difference between the two groups in terms of student's value component, expectancy component, or affective component. The limitations of this study focus on the duration of the study, study design, use of self-reported survey, and limited sample size. Additionally, with this being the first known study of its kind, it can be argued that further research studies on the topic might be warranted before forming a conclusion on the use of FCA on student motivation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01