Flipping the Classroom: Effects on Course Experience, Academic Motivation, and Performance in an Undergraduate Exercise Science Research Methods Course

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Jody Langdon
Diana Sturges
Robert Schlote


The goal of the study was to determine the effects of the Flipped Classroom Model (FCM) on students’ course experience, basic need satisfaction, motivation, and academic performance in an undergraduate Research Methods course for exercise science majors. One section received instruction in a Traditional Lecture Model (TLM), while the other section received instruction via the FCM. An adapted survey was administered to approximately 175 students, with 83% responding. Significant differences were seen in course experience (learning resources and course organization). Analysis of lecture viewing data revealed that students in the FCM did not adhere to a level of lecture viewing that would ensure success in the course. The FCM was determined to be a viable alternative to TLM, as motivation and general course experiences was high for both formats, however instructors must be aware of the need to reinforce preparation for in-class work.


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How to Cite
Langdon, J., Sturges, D., & Schlote, R. (2018). Flipping the Classroom: Effects on Course Experience, Academic Motivation, and Performance in an Undergraduate Exercise Science Research Methods Course. Journal of the Scholarship of Teaching and Learning, 18(4). https://doi.org/10.14434/josotl.v18i4.22729
Author Biographies

Jody Langdon, Georgia Southern University

Associate Professor

School of Health and Kinesiology


Diana Sturges, Georgia Southern University


School of Health and Kinesiology


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