The importance of feedback in the flipped classroom: motivation and academic performance in university students
DOI:
https://doi.org/10.5944/educxx1.42098Keywords:
flipped classroom, teaching methods, active learning, educational technology, blended learning, instructional effectivenessAbstract
The flipped classroom has generated great interest among teachers and members of the scientific community due to its encouraging results. However, this methodological approach has some fundamental characteristics, including teacher feedback. Few studies have analysed how teacher feedback affects variables of educational interest (e.g. motivation and academic performance), which is the focus of this research. A total of 255 university students participated over three academic years, divided into one group that received teacher feedback (n = 125) and another group that did not (n = 130). A quasiexperimental design with pretest and post-test measures was used, in which participants watched a total of 16 instructional videos and responded to a series of related questions, as well as completing a questionnaire on their motivational regulations, validated in the university context (PLOC-U). They also indicated the grade they expected to achieve at the end, another variable included in this research as a marker of academic performance. An interaction effect (time x treatment) was observed in intrinsic motivation (F[2]=4.250, p=.040; ηp2=.017) in favour of the group that received feedback, which was the only group to improve. Another interaction effect was observed in external regulation (F[2]=10.734, p=.001; ηp2=.041), which was higher in the group with feedback. Another significant finding is the interaction effect observed in the variable of amotivation (F[2]=6.035, p=.015; ηp2=.023), suggesting that the trend towards increased amotivation was mitigated only in the group that received feedback. Finally, the results show an improvement in the expected grade over the transcript grade for both groups (with and without feedback); however, the group that received feedback achieved a significantly higher grade (Z = 4.492; p < .001; ES = .28). In conclusion, the importance of feedback in the application of the Flipped Learning model is highlighted for positively impacting variables such as motivation and academic performance
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