An investigation into the impact of flipped learning homework tasks on pupil motivation in science education

Thesis

Homework is almost universally set and yet for some pupils it can be demotivating. In this study I aim to see whether the use of flipped learning (Bergman & Sams, 2012) homework tasks can serve to increase motivation. Over the course of a term, in two sets of year 12 biology, Kahn Academy videos were used to deliver 2 cycles of action research. Pupils were asked to watch videos and simultaneously make notes; in the following lesson they completed tasks to help consolidate their learning. Motivation was measured using the Science Motivation Questionnaire II (Glynn et al., 2011) and focus group interviews. The SMQII is designed to measure 5 aspects of motivation: intrinsic motivation; self-efficacy; self determination; grade motivation and career motivation.

The results of the study were notably different for the two sets. The SMQII results showed that flipped learning increased the motivation levels of the higher attaining set and decreased motivation in the other, lower ability, class. Interview data demonstrates the value of flipped learning in increasing self-efficacy and self-regulation in some pupils, but it is challenging and demotivating to others. It is evident from this study that for flipped learning to be effective, it is crucial that pupils are supported with appropriate resources. This evidence has helped to inform a review of homework in my secondary school and flipped learning will be employed in the biology department next year.

Authors: Taylor, J

• DOI: 10.5287/ora-yqkzbqgmx
• Type of award: MSc
• Level of award: Masters
• Awarding institution: University of Oxford
• Language: English
• Keywords: MLT2017; MLT; Science
• Subjects: Education