Flipped Learning as a Solution to Increase Motivation and Academic Achievement: Five Weeks of Mixed Research

Abstract

In recent years, studies have shown a decrease in students' motivation and academic achievement in physical education at the university level. This research seeks to address this problem. Specifically, this study aims to investigate the effects of the Flipped Learning model and its potential to increase motivation and academic achievement. This study employed a mixed method. Participants (n=40) were students at the State University of Surabaya (Indonesia). Each participant was placed either in an experimental group that received the flipped learning program (n=20) or a control group whose classes were conducted using traditional methods (n=20). A quantitative research instrument, namely a questionnaire on motivation in physical education classes, was used to measure motivation. Meanwhile, test results were used as indicators to review the progress in student academic achievement. The qualitative research instrument consisted of in-depth interviews lasting 40 minutes. Quantitative data analysis was carried out using IBM SPSS, and qualitative data were subjected to thematic analysis. The findings from this study make several contributions to the current literature. First, the quantitative study showed that flipped learning significantly increased motivation (p<0.05). Second, the study found that flipped learning helped increase students’ academic achievement (p<0.05). These significant benefits were not found in the control group (p>0.05). Meanwhile, the qualitative findings showed that participants had both positive and negative views of the implementation of flipped learning. Thus, it can be concluded that Flipped Learning is an effective way to increase motivation in physical education classes and, in turn, to improve academic achievement.