Does Motivation or LearningStrategies Develop in a FlippedClassroom?
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Research previously conducted indicated lower achieving students prior to entering Gross Anatomy did significantly better in a flipped classroom than a control group in a traditional classroom. The question arose as to what affect the flippedclassroom had on those students that resulted in the change of grade. The questions investigated in this study explored if motivational orientation and/or learning strategies of lower achieving students changed over the semester and if student's motivational orientation and/or learning strategies prior the course could predict student's success in a flippedclassroom. This study analyzed pre and postcourse motivational orientation and learning strategies of 98 students entering an upperlevel gross anatomy course. The data was compared against previous prerequisite course grades, overall GPA, Gross Anatomy course grades and a predicted model of success in the course. Results showed a significant change in many motivational subcategories (test anxiety, selfefficacy and control belief) as well as learning strategies (peerlearning, critical thinking) between successful and nonsuccessful students when compared to their predicted norm. The pedagogy of a flippedclassroom allowed for students to gain confidence evident by motivational changes, improve study skills and critical thinking and overall performance in knowledge acquisition.
