Pre-Reading Motivation in a Flipped Classroom: A Case Study of Gifted Science and Mathematics Students in Thailand
Keywords:
Flipped Classroom, Learning Motivation, Active Learning, Social StudiesAbstract
The flipped classroom method often encounters the issue of students not preparing themselves before class. The objectives of this research are to determine how to encourage gifted science and mathematics students to read a book before social studies classes and to understand their motivation to do so. This study employs a pre-experimental design, specifically a one-group pre-posttest experimental design. Data were collected using questionnaires and interviews. Quantitative data analysis involved t-tests and descriptive statistics, while qualitative data were analyzed through content analysis.
The findings revealed that, after students were assigned specific tasks to complete before class, their pre-class reading scores significantly increased at the .05 level of statistical significance. Qualitative data indicated that extrinsic motivation, particularly through marking and grading, plays a crucial role in promoting pre-class reading, whereas intrinsic motivation had a lesser influence. Schools and teachers can further support both extrinsic and intrinsic motivations beneficial to pre-class reading through strategies such as group quizzes, learning guidelines, providing adequate free time, and creating conducive learning spaces for preparation.
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