Flipped classroom instruction produced higher instructional material motivation scores than traditional instruction¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2016 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Students in the flipped experimental group had higher Instructional Material Motivation Survey scores than control-group students. → İlknur Özpinar 2016

Evidence¶

İlknur Özpinar 2016¶

İlknur Özpinar, Arzu Aydoğan Yenmez, Semirhan Gökçe. (2016). Application of Flipped Classroom Model in the Instructional Technologies and Material Development Course. Journal of Education and Training Studies, Vol. 4, No. 12. https://doi.org/10.11114/jets.v4i12.1934

q2 · i? · causal · r2

IMMS administered at the end of the eight-week application to both groups (25 per group). The experimental mean was 3.77 versus 3.55, with "(t(48)=2.16, p<.05)"; no effect size is printed.

"According to Table 7, there is a significant difference between the groups in terms of the scores they obtained in the Instructional Material Motivation Survey (t(48)=2.16, p<.05). The students in the experimental group had higher levels of motivation ( X =3.77), than those in the control group ( X =3.55)."

Discussion¶

Related Claims¶

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