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Impact of Flipped Learning on High School Students' Motivation, Cognitive Load, and Perceptions of Flipped Approach for Learning Science.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Impact of Flipped Learning on High School Students' Motivation, Cognitive Load, and Perceptions of Flipped Approach for Learning Science./
Author:	Conner, Lucas Charles.
Description:	1 online resource (273 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 83-06, Section: A.
Contained By:	Dissertations Abstracts International83-06A.
Subject:	Educational technology. -
Online resource:	click for full text (PQDT)
ISBN:	9798496511384

Impact of Flipped Learning on High School Students' Motivation, Cognitive Load, and Perceptions of Flipped Approach for Learning Science.
Conner, Lucas Charles.

Impact of Flipped Learning on High School Students' Motivation, Cognitive Load, and Perceptions of Flipped Approach for Learning Science. - 1 online resource (273 pages)

Source: Dissertations Abstracts International, Volume: 83-06, Section: A.

Thesis (Ed.D.)--University of South Carolina, 2021.

Includes bibliographical references

The purpose of this action research was to evaluate the impact of flipped learning using self-paced video on students' motivation, cognitive load, and science content learning in an Earth Science course at a small rural high school in southwestern Virginia. Scientific interest and proficiency among students in the United States have been low. This has significant implications for students' future career prospects. At the same time, the predominant method of science instruction, the single-paced lecture, presents its own limitations for student learning and motivation. Single-paced methods can limit the accessibility of instruction for students, limiting the development of critical scientific skills and motivation. This study was guided by these four research questions: (1) How does presenting instruction using flipped learning affect students' motivation when learning science? (2) How does presenting instruction through self-paced videos affect students' cognitive load during instruction? (3) How does presenting instruction using flipped learning affect students' science content learning in an earth science course? (4) What are students' perceptions of the benefits and hindrances of flipped learning?.This study used a convergent parallel mixed methods approach with a class of students in an Earth Science course at a small rural high school in southwestern Virginia involving 10 participants. Students experienced four weeks of flipped learning to learn about plate tectonics and geologic processes. Data was collected using a questionnaire about science motivation, surveys using a mental effort scale, a content test, lesson surveys, and student interviews to address the research questions. Quantitative data were analyzed using descriptive and inferential statistics. Qualitative data were analyzed using thematic analysis. Quantitative findings indicated that student self-efficacy, self-determination, and science content learning had significantly increased. Qualitative findings resulted in seven themes pertaining to relatedness, competence, autonomy, mental effort, and perceived benefits and hindrances of flipped learning. This study has implications for the use of flipped learning and self-paced video within high school science contexts. Limitations were discussed in terms of research design, research context, participants, and the researcher.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798496511384Subjects--Topical Terms:

556755
Educational technology.
Subjects--Index Terms:

Cognitive loadIndex Terms--Genre/Form:

554714
Electronic books.

Impact of Flipped Learning on High School Students' Motivation, Cognitive Load, and Perceptions of Flipped Approach for Learning Science.
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520 $a The purpose of this action research was to evaluate the impact of flipped learning using self-paced video on students' motivation, cognitive load, and science content learning in an Earth Science course at a small rural high school in southwestern Virginia. Scientific interest and proficiency among students in the United States have been low. This has significant implications for students' future career prospects. At the same time, the predominant method of science instruction, the single-paced lecture, presents its own limitations for student learning and motivation. Single-paced methods can limit the accessibility of instruction for students, limiting the development of critical scientific skills and motivation. This study was guided by these four research questions: (1) How does presenting instruction using flipped learning affect students' motivation when learning science? (2) How does presenting instruction through self-paced videos affect students' cognitive load during instruction? (3) How does presenting instruction using flipped learning affect students' science content learning in an earth science course? (4) What are students' perceptions of the benefits and hindrances of flipped learning?.This study used a convergent parallel mixed methods approach with a class of students in an Earth Science course at a small rural high school in southwestern Virginia involving 10 participants. Students experienced four weeks of flipped learning to learn about plate tectonics and geologic processes. Data was collected using a questionnaire about science motivation, surveys using a mental effort scale, a content test, lesson surveys, and student interviews to address the research questions. Quantitative data were analyzed using descriptive and inferential statistics. Qualitative data were analyzed using thematic analysis. Quantitative findings indicated that student self-efficacy, self-determination, and science content learning had significantly increased. Qualitative findings resulted in seven themes pertaining to relatedness, competence, autonomy, mental effort, and perceived benefits and hindrances of flipped learning. This study has implications for the use of flipped learning and self-paced video within high school science contexts. Limitations were discussed in terms of research design, research context, participants, and the researcher.
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