EXPLORING STUDENTS’ MOTIVATIONAL ENGAGEMENT IN FLIPPED LEARNING AFFECTING ACADEMIC ASPIRATIONS
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Abstract
The flipped classroom model of instruction is a new method of instruction that seeks to enhance student’ participation and contribution using technology to provide lessons outside of the classroom and integrating tasks and exercises with internal beliefs via educational activities. The study focuses the factors affecting students’ motivational engagement in flipped learning. This study's goal is to look into the impact of students’ motivational engagement in flipped learning on their academic aspirations. Conceptual framework is developed keeping in mind the expectancy value theory. The conceptual framework was developed to explore the interaction between interest value, utility value, task difficulty, self-efficacy- teaching quality, collaboration, elaboration and platform quality and their association with student’s motivational engagement in flipped learning context. This framework is bases on EVT. The study is quantitative and descriptive survey research design was used. Self-develop research questionnaire was used to collect data. Based on data from a survey of 310 undergraduate students from education department of four universities in Punjab Pakistan by using simple random sampling technique. Collected data was analyzed by using statistical software (SPSS) and hypothesis was tested by using chi square test. The results show that, the proposed model provides more explanatory power; thus, the results provide insights for university teachers to devise effective teaching strategies to increase students’ motivational engagement in a flipped learning environment. Based on the finding it is suggested to use flipped learning teaching strategy by teachers in classrooms to improve the teaching learning process.
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