Flipped Learning Approach on Students’ Motivation in Science

Abstract

This study investigated the effects of Flipped Learning on students’ motivation towards Grade 11 science of Misamis Occidental National High School, Poblacion I, Oroquieta City, Misamis Occidental. Specifically, it aimed to: describe the students' motivation towards science when exposed to flipped learning and non-flipped learning in terms of: self-concept, intrinsic value, and utility value; and ascertain if there is a significant difference in students’ motivation when exposed to flipped learning and non-flipped learning. Two Grade 11 sections of Misamis Occidental National High School or MONHS served as participants. Students’ motivation were assessed through descriptive statistics. An independent t-test was used to ascertain the significant differences in students’ motivation toward science learning. The findings of the study revealed that on students' motivation towards science learning, both groups were identified as "moderately motivated". Intrinsic value obtained the highest mean among the three-motivation indicators. As a result, there was no significant difference between students’ motivation towards science learning under flipped learning.