The Impact of Flipped Learning on Cognitive Knowledge Learning and Intrinsic Motivation in Norwegian Secondary Physical Education

Abstract

The purpose of the present study was to examine if and how the introduction of a flipped learning (FL) framework in Norwegian lower and upper secondary school physical education (PE) could affect student situational motivation and health-related fitness knowledge (HRFK). 206 Norwegian students (48% girls) from secondary and upper secondary schools were included in a three-week-long intervention. 85 students were assigned to an intervention group and 121 students to a control group, with the intervention aimed at integrating information communication technology (ICT) through the use of online videos. The results showed a negative motivational change for male students unless the activity changes were placed within an explanatory rationale through FL. The application of FL caused more cognitive knowledge learning, resulting in higher levels of HRFK among both girls and boys. The current research provided valuable insights into Norwegian students' motivation for PE and that cognitive knowledge learning can be affected when integrating the use of ICT in PE.

University Students’ Perception of the Usefulness of the Flipped Classroom Methodology

“…In this sense, there are many studies that have implemented the flipped classroom in this context. Thus, we found research on primary and secondary education [53][54][55][56] and in different university programs, such as medicine [57,58], chemistry [59], physical education [60], engineering [61], nutrition [62], economics [63], mathematics [64], or language [65]. If we place the focus on the impact of its implementation, there are several works that confirm that the application of flipping increases both students' motivation [12,[66][67][68][69] and their academic performance [70][71][72][73][74][75][76], which are two fundamental variables to assess the quality of the teaching-learning processes.…”

Adaptation and Validation of the Motivated Strategies for Learning Questionnaire for Spanish Adolescents

“…As the scientific literature shows, the concept of motivation assumes a relevant value in general education [ 3 ], as well as the processes of teaching and learning, in particular [ 26 ]. This was summarized in the importance of this construct for students to achieve high levels both in their academic performance and in their attitude toward their studies [ 30 , 31 , 32 , 33 ]. There have been many studies collected in the scientific literature that analyze the motivation construct [ 71 , 72 , 73 , 74 , 75 , 76 ].…”

“…It can be said that self-regulation triggers both academic and learning skills [ 30 ]. Several studies have, as such, investigated motivation via different approaches, such as the motivation of achievements [ 31 ], the motivation of students toward learning [ 32 ], self-regulated learning, and work motivation [ 33 ].…”

The Effects of Flipped Learning on Learning and Motivation of Upper Secondary School Physical Education Students

“…The present investigation is based on a natural experiment with a non-randomized controlled design with a pre-and a post-measure (Verjans-Janssen et al, 2018). The design reflected the layouts in similar studies (Botella et al, 2021;Campos-Gutiérrez et al, 2021;Cuenca-Ruano et al, 2021;Østerlie and Mehus, 2020). The study was approved by the University of Alicante´s Research Ethics Committee on 2 September 2020, and given the code UA-2020-09-02.…”

“…Other scholars have claimed that FL in PE benefits students in achieving greater knowledge and motivation and, consequently, greater academic performance (Hinojo et al, 2020). Some results are performed in primary stage (Gómez-García et al, 2020;Hinojo et al, 2020), or in secondary school students (Østerlie and Kjelaas, 2019;Østerlie and Mehus, 2020). However, Campos-Gutiérrez et al (2021) and Gómez-García et al (2019) did not observe differences in motivation, but only in physical activity time.…”