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ERIC Number: EJ1175574
Record Type: Journal
Publication Date: 2018
Pages: 20
Abstractor: As Provided
ISSN: EISSN-1837-6290
The Flipped Classroom and College Physics Students' Motivation and Understanding of Kinematics Graphs
Cagande, Jeffrey Lloyd L.; Jugar, Richard R.
Issues in Educational Research, v28 n2 p288-307 2018
Reversing the traditional classroom activities, in the flipped classroom model students view lectures at home and perform activities during class period inside the classroom. This study investigated the effect of a flipped classroom implementation on college physics students' motivation and understanding of kinematics graphs. A Solomon four-group design employing quantitative and qualitative methods was used to gather data. Four college physics sections participated in this study. Two groups received a researcher-developed, flipped classroom, instructional material over the course of 8 sessions. Test for Understanding Graphs in Kinematics (TUG-K) gain scores (post-test - pretest) were significantly higher for the experimental groups (M = 1.87, SD = 2.909) compared with the control groups (M = 0.54, SD = 1.853). However, Physics Motivation Questionnaire II (PMQII) did not show a significant difference. The flipped classroom may enhance students' learning of kinematics graphs by improving their level of understanding, but was shown to have no effect on their motivation.
Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Philippines
Grant or Contract Numbers: N/A