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

Authors

  • 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.

Keywords:

Flipped Classroom Model (FCM), Academic Intrinsic Motivation (AIM), Lesson Planning, Postgraduate Professional Teaching Diploma (PPTD), Al Ain University

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.

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Published

2023-06-14

Issue

Vol. 103 No. 103 (2023): Eurasian Journal of Educational Research

Section

Original Article