Li Zhao|Xiaohong Liu|Yu-Sheng Su
The Differentiate Effect of Self-Efficacy, Motivation, and Satisfaction on Pre-Service Teacher Students’ Learning Achievement in a Flipped Classroom: A Case of a Modern Educational Technology Course
Nanjing Normal University|Nanjing Normal University|National Taiwan Ocean University
analyze variability changes time enhance understanding learners selfefficacy motivation satisfaction controlled differences might exist among groups individuals therefore study compared effect variability preservice teacher students flipped classroom approach course named modern educational technology met total 77 students two groups participated study learners experimental group received flipped classroom treatment learners control group received traditional lecturecentered instructional approach learning outcomes evaluated practice assignment transfer assignment student perception survey survey includes evaluation learning satisfaction selfefficacy learning motivation pretest posttest conducted two groups data analysis results applied analysis variance anova analysis covariance ancova revealed experimental group displayed better learning achievement control group experimental group participants perception also showed variability ie learning satisfaction selfefficacy learning motivation better control group considering overall study results flipped classroom model applied preservice teacher students modern educational technology course