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<p>The flipped classroom (FC) model redefines traditional instruction by delivering core content outside the classroom—typically via videos or offline materials—while reserving classroom time for active, student-centered learning. This study investigates the effect of the FC approach on student motivation in Ethiopian secondary schools, where large class sizes and limited instructional resources present ongoing challenges. A quasi-experimental mixed-methods design was employed, involving 105 grade 11 science students from Nekemte. Quantitative data were collected using pre- and post-intervention surveys based on the Science Motivation Questionnaire II (SMQ-II) and analyzed using paired t-tests. Results showed a statistically significant increase in overall motivation scores in the FC group (<i>p</i> &lt; 0.01), particularly in areas related to self-determination and interest in learning. In addition, qualitative data from structured interviews with 30 students were analyzed thematically, revealing increased student autonomy, engagement, and appreciation for peer collaboration. While some logistical challenges were reported—such as limited access to digital devices—the use of printed materials and peer-support strategies helped mitigate these issues. The study concludes that, with context-sensitive adaptations, the FC model can effectively enhance student motivation in low-resource secondary school settings. These findings offer valuable implications for scaling active learning practices in Ethiopian classrooms and contribute to the limited literature on FC implementation in sub-Saharan Africa.</p>

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Exploring the flipped classroom’s impact on biology students’ motivation: a mixed-method study at Nekemte secondary school

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年8月29日

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  • Tolera Olana,
  • Ketema Bacha,
  • Abbi Lemma

摘要

The flipped classroom (FC) model redefines traditional instruction by delivering core content outside the classroom—typically via videos or offline materials—while reserving classroom time for active, student-centered learning. This study investigates the effect of the FC approach on student motivation in Ethiopian secondary schools, where large class sizes and limited instructional resources present ongoing challenges. A quasi-experimental mixed-methods design was employed, involving 105 grade 11 science students from Nekemte. Quantitative data were collected using pre- and post-intervention surveys based on the Science Motivation Questionnaire II (SMQ-II) and analyzed using paired t-tests. Results showed a statistically significant increase in overall motivation scores in the FC group (p < 0.01), particularly in areas related to self-determination and interest in learning. In addition, qualitative data from structured interviews with 30 students were analyzed thematically, revealing increased student autonomy, engagement, and appreciation for peer collaboration. While some logistical challenges were reported—such as limited access to digital devices—the use of printed materials and peer-support strategies helped mitigate these issues. The study concludes that, with context-sensitive adaptations, the FC model can effectively enhance student motivation in low-resource secondary school settings. These findings offer valuable implications for scaling active learning practices in Ethiopian classrooms and contribute to the limited literature on FC implementation in sub-Saharan Africa.