EXPLORING THE EFFECT OF FLIPPED CLASSROOM MOTIVATION ON STUDENTS’ ACADEMIC ACHIEVEMENT AT UNIVERSITY LEVEL

Abstract

Flipped classroom teaching (FCT) is a new pedagogical technique that involves predetermined digital resources with students through a platform outside the classroom. This study investigates the effect of flipped classroom motivation on academic achievement, aiming to understand how student engagement with this model influences their academic achievement. The research explores the relationship between the increased autonomy and responsibility in flipped classrooms and the resultant academic achievement. Through a quantitive type survey, combining quantitative assessments of academic achievement and collect data for flipped classroom motivation using MSLQ (Pintrich & De Groot, 1990). The study provides evidence that higher motivation levels in a flipped classroom setting significantly enhance academic achievement. The findings suggest that the flipped classroom model not only fosters a more engaging learning environment but also positively effects students' academic success by promoting self-regulation and active participation. These results have important implications for educators seeking to optimize teaching strategies and improve student outcomes in various educational contexts.