Teaching Psychology in Secondary School: The Flipped Classroom and the ARCS Motivational Model

• In Event: Technology in K-12 Enviroments

Short Description

The purpose of this study was to evaluate the impact of implementing flipped classroom on students’ motivation to foster the content knowledge in an introductory psychology course. Data were collected from 58 high school students through pre and posttest, motivation survey, and unit exit slips along with student interviews and teacher journal entries. The results suggest that the flipped classroom instructional design strategy is a valuable tool for introductory materials, while active-learning strategies are preferred by students.

Authors

• Presenter: Nicole D. Ritter, University of South Carolina

• Presenter: Ismahan Arslan-Ari, University of South Carolina