INFLUENCE OF DISTANCE LEARNERS’ DEMOGRAPHIC VARIABLES ON MOTIVATION AND PERFORMANCE IN FLIPPED CLASSROOM
DOI:
https://doi.org/10.46827/ejes.v0i0.4709Keywords:
flipped classroom, motivation, performance, correspondence, southwestern universities, NigeriaAbstract
This study was carried out to investigate the influence of demographic variables of distance learners on their motivation to learn and perform in a flipped classroom. The study employed a survey research method. The sample for the study consisted of three hundred (300) distance learners who were selected from two distance learning centres. The centers were selected using a purposive sampling procedure because the two distance learning centers have deployed flipped learning mode. A questionnaire 4-point Likert scale questionnaire tagged: Flipped Classroom Motivation and Perception Questionnaire (FCMAPQ) was used in data collection. The results showed that only the sex variable (T=2.487, p<0.05) significantly contributed to the motivation of the learners in the flipped classroom. Results further showed that demographic variables of sex, work status, age and marital status (F=.15, p>0.05) have no influence on the performance of distance learners in the flipped classroom. The study concluded that though the demographic variable has no influence on the motivation and performance of distance learners, it is rather a plausible innovation in distance learning.
Article visualizations:
References
Aşıksoy, G., & Özdamlı, F. (2016). Flipped classroom adapted to the ARCS model of motivation and applied to a physics course. Eurasia Journal of Mathematics, Science & Technology Education, 12(6), 1589-1603. https://doi.org/10.12973/eurasia.2016.1251a
Afolabi, E. I., Oteyola, T. A., & Awopetu, O. E. (2020). Assessment of level of awareness and acceptance of flipped strategy among Oyo state secondary school teachers. AAUA Journal of Science and Technology Education, 3(1), 1 – 11.
Allen, I. E., & Seaman, J. (2017). Digital Learning Compass: Distance Education Enrollment Report 2017. Retrieved from https://files.eric.ed.gov/fulltext/ED580868.pdf on June, 29th, 2022
Amuda, B. G., Bulus, A. K., & Joseph, H. P. (2016). Marital status and age as predictors of academic performance of students of colleges of education in North-Eastern Nigeria. American Journal of Educational Research, 4(12), 896-902.
Amuda, B., Bulus, A., & Joseph, H. (2016). Marital status and age as predictors of students’ performance in the North Eastern States of Nigeria. American Journal of Educational Research, 4(12), 896 – 902.
Beard, S. & Langlas, M. (2018). Saying “I Do” in College: Examining marital status and academic performance. International Journal of Psychological Studies, 10(4), 34–41
Broussard, S. C., & Garrison, M. E. B. (2004). The relationship Between Classroom
Motivation and Academic Achievement in Elementary School-aged
Children. Family and Consumer Sciences Research Journal 33, 106-120.
https://doi.org/10.1177/1077727X04269573
Burke, R. J., & Weir, T. (1976). Relationship of wives' employment status to husband, wife and pair satisfaction and performance. Journal of Marriage and the Family, 38(2), 279–287. https://doi.org/10.2307/350387
Durr, R. E. (1992). An Examination of Readiness for Self-Directed Learning and Personal Variable at a Large Midwestern Electronics Development & Manufacturing Corporation. Doctoral dissertation, Florida Atlantic University
Elian, S. A., & Hamaidi, D. A. (2018). The effect of using flipped classroom strategy on the academic achievement of fourth grade students in Jordan. International Journal of Emerging Technologies in Learning (iJET) 13(02):110 DOI: 10.3991/ijet.v13i02.7816
Eyer, J. (1993). Self-directed continuing learning characteristics and perceptions of autonomy in senior Baccalaureates Nursing students (Doctoral Dissertation, Northern Illinois University, Abstract from: DIALOG file: Dissertation Abstracts online, Dialog file number 35 Accession Number 1675625.
Fontaine, R. H. (1996). Participation in self-directed learning by older adults (Doctoral dissertation, The University of Southern Mississippi, 1996). Abstract from: DIALOG File: Dissertation Abstracts Online, DIALOG File Number 35 Accession Number 1564958.
Gambari, A. (2018). Effectiveness of blended learning and e-learning modes of instruction on the performance of undergraduates in Kwara, Nigeria. Malaysian Online Journal of Educational Sciences, 5(1), 25- 36.
Gambari, A. I., Shittu, A. T., Daramola, F. O. & James, M. (2016). Effects of Video-based Cooperative, Competitive and Individualized Instructional Strategies on the Performance of Senior Secondary Schools’ Students in Geometry. Malaysian Online Journal of Educational Sciences, 4(4), 31-47.
Gross, D., Pietri, E. S., Anderson, G., Moyano-Camihort, K., & Graham, M. J. (2015). Increased pre-class preparation underlies student outcome improvement in the flipped classroom. CBE Life Sciences Education, 14(4), 36. https://doi.org/10.1187/cbe.15-02-0040
Hossain, M. A., & Tarmizi, R. A. (2012). Gender-related effects of group learning on mathematics achievement among the rural secondary students. Egitim Arastirmalari-Eurasian Journal of Educational Research, 47, 1-22
Johari, F. S. (2020). Work-Related Stress and Coping Strategies: A Systematic Literature
Review. International Journal of Academic Research in Business and Social Sciences, 10(6), 1016–1032.
Kenna, D. C. (2014). A Study of the Effect of the Flipped Classroom Model on Student Self-efficacy. Master’s Thesis, North Dakota State University, Fargo, North Dakota.
Knowles, M. (1984). The Adult Learner: A Neglected Species (3rd Edition), Houston, TX: Glut Publishing.
Lee, A. M., & Liu, L. (2016). Examining flipped learning in sociology courses: A quasi-experimental design. International Journal of Technology in Teaching and Learning, 12(1), 47-64
Makis (2012). 5 differences between online learning vs Classroom Learning. Retrieved from https://www.staffordglobal.org/articles-and-blogs/general-articles-and-blogs/5-differences-between-online-learning-vs-classroom-learning. June 29th, 2022
Mivanyi, R. (1994). Identifying characteristics of successful tertiary students using path analysis. Austria Educational Research, 20(3), 63-81
Momanyi, J. M., Too, J., & Simiyu, C. (2015). Effect of Students’ Age on Academic Motivation and Academic Performance among High School Students in Kenya. Asian Journal of Education and E-Learning, 3(5). Retrieved from https://www.ajouronline.com/index.php/AJEEL/article/view/3130
Negy, C. (2003). Undergraduate students' adaptation to college: does being married make a difference?. Journal of College Student Development, 44(5), 670-690.
Owate, C. N., Afolabi, M., & Akanwa, P. C. (2017). Demographic variables and students use of e-learning resources in public secondary schools libraries in Rivers State of Nigeria. International Journal of Educational Administration and Policy Studies, 9(2), 10-27.
Potokri, C. O. (2013). The Academic Performance of Married Women Students in Nigerian Higher Education. Unpublished M.Ed Thesis. University of Pretoria.
Price, J. (2006). Does a spouse slow you down? Marriage and graduate student outcomes (Electronic Version). Retrieved February 22, 2017, From https://papers.ssrn.com/sol3/papers.cfm?abstract_id=933674
Saleh, A. (2016). Using flipped classroom approach to teach computer programming. International Conference on Teaching Assessment & Learning for Engineering (TALE). Doi/10.1109/TALE.2016.785183759, 82-92.
Stern, L. S. (1998). The experience of women combining multiple roles and graduates training in counselling psychology: Dissertation abstracts international. The Sciences and Engineering, 58(12), 6829
Wilson, J. H. (2004). Essential statistics. New Jersey: Pearson Education inc.
Yess, J. P. (1981). The influence of marriage on community college student achievement in specific programmes of study: Research in Higher Education, 4, 103-118. https://doi.org/10.1007/BF00976288
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
