Improving Learning Motivation and Academic Achievement by Flipped Learning

Since the introduction history of flipped learning is short, there have been few previous studies on the impact of this on individual learners. The purpose of this study is to investigate the effectiveness of flipped learning, which is emerging as an alternative to classroom improvement and classroom innovation in school, by statistically examining and analyzing the effects of learning motivation and academic achievement based on Keller's theory, and contribute to the application and diffusion of learning. Therefore, in this study, we will investigate the effect of flipped learning on learners' motivation and academic achievement. The study tool used flipped learning program, learning motivation test, and academic achievement test. The research procedure was conducted in the order of pre-test, experimental treatment, and post-test. As a result, the mean score of the control group was 108, the learning motivation score of the experimental group was 123, and the score of the experimental group was higher than that of the control group. This indicates that out-of-school learning has a positive effect on learning motivation compared to traditional classroom instruction. In the post-test results, the mean score of the experimental group and the control group was about 11 points higher than the experimental group. Particularly, the low-level learners of the experimental group were 32 points higher than the control group low-level learners, and there was a statistically significant difference between the two groups with low learning achievement. Flipped learning has a positive effect in raising all learners' academic achievement and has a very positive effect on improving the academic performance of learners who need help.