The Effect of the Flipped Learning Strategy in Science Teaching on Developing the Motivation to Learn among Primary School Students in Jordan

Authors

  • Manal Abdul Karim Al-Momani Department of Educational Sciences, Ajloun University College, Al-Balqa Applied University, As-Salt, Jordan

DOI:

https://doi.org/10.36941/jesr-2022-0012

Keywords:

Flipped Learning Strategy, Science Teaching, Motivation, Primary School Students

Abstract

This study aimed to investigate the impact of the flipped learning strategy on developing motivation to learn, and to achieve this goal; the study sought to answer the following question: What is the flipped learning strategy's effect on developing the motivation to learn among 7thgrade students in the science subject compared to the usual method? The study sample was chosen by the intentional method, as the number of the sample reached (80) female students of the seventh grade at the Ebein Secondary School in the Ajloun Education Directorate. The study was divided into two groups. The first consisted of (40) students who studied using the flipped learning strategy, and the second consisted of (40) students also studied in the usual way. To achieve the goal of the study, the researcher prepared the five-stage learning motivation scale. The study showed the following result. A significant difference (0.05 ≤ α) was found due to the use of the flipped learning method in testing motivation to learn and in favor of the experimental group.

 

Received: 6 January 2021 / Accepted: 2 September 2021/ Published: 3 January 2022

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Published

2022-01-03

How to Cite

Al-Momani, M. A. K. . (2022). The Effect of the Flipped Learning Strategy in Science Teaching on Developing the Motivation to Learn among Primary School Students in Jordan. Journal of Educational and Social Research, 12(1), 133. https://doi.org/10.36941/jesr-2022-0012