Impact of Flipped Learning Approach on Students Motivation for Learning Digital Electronics Course

Abstract

Introduction. Various educational institutes follow various approaches to teaching-learning. Compared to the conventional learning approach, a flipped learning/inverted classroom approach was chosen to test students’ variability in academic performance and level of motivation through the ARCS model (attention, significance, confidence, satisfaction). Materials and Methods. Keller’s Motivation Survey of Instructional Materials was selected to assess the effect (in terms of motivation) of the flipped approach on the students. Keller’s ARCS motivation model was the basis for this survey which includes four motivational factors: attention, significance, confidence, and satisfaction. The multiple-choice test was conducted to measure the students’ academic performance. Results. After completion of the module, it was noted that significant improvements took place in the students’ academic performance, attention, confidence, and level of satisfaction. The relevance factor had not experienced much difference. Results. After completion of the module, it was noted that significant improvements took place in the students’ academic performance, attention, confidence, and level of satisfaction. The relevance factor had not experienced much difference. Discussion and Conclusion. The researchers’ key goal, according to previous reports, is to integrate various teaching-learning approaches in primary, secondary, k-12, etc.; engineering education has yet to be explored. The research aims to determine the level of academic achievement and motivation of the second year B. E. students for digital electronics course in the flipped learning approach as opposed to conventional teaching approach. The results can be bettered by incorporating parameters such as students’ perception, learning attitude, critical thinking skills, etc.

Senior High School Students’ Readiness and Motivation to Learn English Using Synchronous Video Conferences

“…Dealing with students' attention means working on their interests or curiosity. In this case, the optimal use of digital learning tools during the class session could attract students' interest in what they are going to do and learn (Dutta et al, 2020;Huang et al, 2004;Saputri et al, 2020). Those paying more attention must likely show more willingness to learn more and work better (Saputri et al, 2020).…”

“…In other words, the motivational aspect of Relevance reflects on the valuable meanings of the content being learned (Saputri et al, 2020). This could be predicted by analyzing whether students have the chance to take what they have learned into action (Dutta et al, 2020;Huang et al, 2004). Within the virtual classroom, digital learning tools could be used to deliver instructions and show the connections between the learning objectives and students' future as if the teachers give a concrete relatable example (Colakoglu & Akdemir, 2012).…”

“…Students having higher confidence to be successful will be more motivated to learn. To increase their confidence level, students should be given access to manage their learning (Dutta et al, 2020;Saputri et al, 2020). By applying this strategy, teachers train students to earn greater self-esteem that they will succeed.…”

“…Students admitted that in virtual meetings, they had the chance to take what they learned into action through various activities of online learning. According to Huang et al (2004) and Dutta et al (2020), meaningful tasks helped students to see the relevance of the knowledge they were acquiring. The students also confirmed that the learning-related features offered by Zoom were optimally utilized by the teachers to deliver materials, give explanations, and give instruction.…”

“…They believed that the features were so useful for them to accomplish their online learning projects. When students were interested in the optimal use of digital tools, they were likely more motivated to learn and achieve more learning outcomes (Dutta et al, 2020;Huang et al, 2004;Saputri et al, 2020). Besides, new learning experiences provided in the online setting could also increase digital-native students' motivation (Izmirli & Izmirli, 2015).…”