The Impact of the Flipped Classroom Model (FCM) on the Academic Intrinsic Motivation (AIM) and Lesson Planning for Science Teacher-students in the Postgraduate Professional Teaching Diploma (PPTD) Program at Al Ain University: A Case Study
- Abdellateef Alqawasmi , College of Education, Humanities and Social Sciences Al Ain University, Al Ain, UAE.
- Najeh Alsalhi , Humanities and Social Sciences Research Center (HSSRC), Ajman University, Ajman, UAE, Deanship of Research and Graduate Studies, Ajman University, Ajman, UAE, College of Humanities and Sciences, Ajman University, Ajman, UAE
- Azhar Shater , College of Education, Humanities and Social Sciences Al Ain University, Al Ain, UAE.
- Mohammad Aleassa , College of Education, Humanities and Social Sciences Al Ain University, Al Ain, UAE.
- Asma'a Almahdawi , College of Education, Humanities and Social Sciences Al Ain University, Al Ain, UAE.
- Emad Alghazo , College of Education, Humanities and Social Sciences Al Ain University, Al Ain, UAE.
ABSTRACT
Purpose: This study aimed to investigate the influence of the flipped classroom model (FCM) on academic intrinsic motivation and lesson planning for science teacher-students enrolled in the postgraduate professional teaching diploma (PPTD) program at Al Ain University in the United Arab Emirates. Design / methodology / approach: The investigation employed a quasi-experimental design. The research sample consisted of (83) male and female PTTD science teachers attending Al Ain University during the first semester of 2022/23, who were divided into two groups: a control group consisting of (43) teachers and accounting for (51.8% of the total sample) and receiving traditional instruction; and an experimental group, consisting of (40) teachers and accounting for (48.2%). Study resources include a lesson planning rubric, an evaluation tool for lesson planning, and an academic intrinsic motivation scale. SPSS was utilized to analyze the gathered data. Findings: The lesson planning rubric showed statistically significant differences in favor of FCM-consistent instruction between study groups. In addition, at a significance level of α=0.05, there were no statistically significant differences between academic intrinsic motivation (AIM)-related arithmetic means in relation to differences in teaching methods (traditional versus flipped learning). Practical implications: The study recommended implementing the flipped learning strategy in the field and providing instructors with training. Originality/value: This study investigated the impact of the Flipped Classroom Model (FCM) on Academic Intrinsic Motivation (AIM) and Lesson Planning for Science Teacher-students in the unique Postgraduate Professional Teaching Diploma (PPTD) Program. This study contributed significantly to the corpus of knowledge because no previous research has examined this relationship.