Comparison of University Motivation in Traditional and Flipped Methodologies With New Technologies

Abstract

This study investigated the influence of different educational methodologies on the motivation of higher education at the Faculty of Education and Psychology in Badajoz. Two distinct pedagogical approaches were used: traditional methodology and a reverse methodology supported by new technologies. The research focused on two groups of third-year students in the primary education degree program. To measure motivation, the Spanish adaptation of Christophel's State Motivation Scale, a recognized psychometric tool, was used. The results revealed that, contrary to expectations, there are no significant differences in motivation levels between students subjected to the two different methodologies. This suggests that student motivation was not substantially affected by the type of methodology used. These findings have important implications for the design of educational programs, suggesting that the choice of a pedagogical methodology should consider aspects beyond student motivation.