Exploring University Students' Achievement, Motivation, and Receptivity of Flipped Learning in an Engineering Mathematics Course

Abstract

This article is aimed at exploring students' learning achievement, motivation, and receptivity towards the flipped classroom in a university engineering mathematics course with a quasi-experimental design. Moreover, the study compared a half-semester flipped classroom and a traditional classroom whereby the experimental class reverted to the traditional format after the midterm for assessing students' receptivity towards two learning environments. Four assessments, two surveys, repeated semi-structured interviews, and two sets of open-ended questions were collected. The findings revealed that student learning achievement and motivation were improved according to assessment scores by the application of the flipped classroom. However, student's receptivity towards flipping varied because of the large amount of time and effort spent on the course. Students in the experimental group also showed insignificant differences after returning to a traditional classroom. The study suggests that blended flipped and traditional programs are scheduled together to increase student receptivity.