Effects of flipped teaching on entrepreneurship professional student’ learning motivation, self-directed learning, and learning outcome

Hsin-Ming Hsieh; Alex Maritz

doi:10.30935/cedtech/13649

Hsin-Ming Hsieh ¹, Alex Maritz ¹ ^*

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CONT ED TECHNOLOGY, Volume 15, Issue 4, Article No: ep472

https://doi.org/10.30935/cedtech/13649

Submitted: 27 July 2023, Published Online: 07 September 2023

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Abstract

Flipped instruction has garnered significant interest in higher education for its potential to enhance student motivation and self-regulated learning. This quasi-experimental study examined the impact of flipped teaching on motivation and self-directed learning attributes among 106 entrepreneurship students at universities in Taiwan. Students completed pre- and post-intervention surveys measuring intrinsic motivation, extrinsic motivation, and facets of self-directed learning. Bayesian paired samples t-tests revealed that flipped instruction significantly increased both intrinsic and extrinsic motivation. Self-directed learning attributes including internal processes, behavioral approaches, and environmental preferences also improved following the flipped teaching intervention. Additionally, machine learning models were developed to predict students’ final exam scores based on pre-intervention motivation, self-directed learning, and learning expectations. A linear regression model accounted for 59.1% of variance in exam scores, with pre-learning expectations emerging as the strongest positive predictor. However, pre-intervention intrinsic motivation intriguingly showed a negative relationship with predicted exam performance. Overall, this study provides preliminary evidence that flipped instruction can increase student motivation and self-directed learning capabilities. The predictive modeling also suggests complex interactions between attributes in influencing academic achievement. Further research with larger, more diverse samples is recommended to validate the motivational and self-regulatory benefits of flipped teaching for higher education students.

Keywords: flipped teaching, learning motivation, self-regulated learning, learning expectation

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Citation

Hsieh, H.-M., & Maritz, A. (2023). Effects of flipped teaching on entrepreneurship professional student’ learning motivation, self-directed learning, and learning outcome. Contemporary Educational Technology, 15(4), ep472. https://doi.org/10.30935/cedtech/13649

Hsieh, H.-M., and Maritz, A. (2023). Effects of flipped teaching on entrepreneurship professional student’ learning motivation, self-directed learning, and learning outcome. Contemporary Educational Technology, 15(4), ep472. https://doi.org/10.30935/cedtech/13649

Hsieh HM, Maritz A. Effects of flipped teaching on entrepreneurship professional student’ learning motivation, self-directed learning, and learning outcome. CONT ED TECHNOLOGY. 2023;15(4), ep472. https://doi.org/10.30935/cedtech/13649

Hsieh, Hsin-Ming, and Alex Maritz. "Effects of flipped teaching on entrepreneurship professional student’ learning motivation, self-directed learning, and learning outcome". Contemporary Educational Technology 2023 15 no. 4 (2023): ep472. https://doi.org/10.30935/cedtech/13649

Hsieh, Hsin-Ming et al. "Effects of flipped teaching on entrepreneurship professional student’ learning motivation, self-directed learning, and learning outcome". Contemporary Educational Technology, vol. 15, no. 4, 2023, ep472. https://doi.org/10.30935/cedtech/13649

Hsieh HM, Maritz A. Effects of flipped teaching on entrepreneurship professional student’ learning motivation, self-directed learning, and learning outcome. CONT ED TECHNOLOGY. 2023;15(4):ep472. https://doi.org/10.30935/cedtech/13649