Linking Motivation and Learning Strategy Changes to Learning Outcomes in a Flipped Engineering Laboratory

초록

This study examined how students’ motivation and learning strategies changed throughout a semester in a flipped laboratory course and how these changes related to learning outcomes and students’ perceptions. A flipped learning design was implemented in an electronic engineering laboratory course with 67 undergraduate students, and surveys on learning motivation and strategies were conducted at three stages during the semester. Repeated measures ANOVA results showed significant increases in intrinsic and extrinsic goal orientation, task value, and self-efficacy, while among learning strategies, elaboration increased and peer learning decreased. Regression analyses revealed that increases in task value and self-efficacy significantly predicted the total course score, and changes across all motivational and strategic subscales were positively associated with perceived achievement. The qualitative analysis identified three types of student perceptions – positive, negative, and mixed. Students valued the connection between theory and practice, deeper engagement in experiments, and increased motivation. They also reported challenges such as heavy workload and limited laboratory infrastructure, while perceptions of collaboration reflected both benefits and challenges. These findings suggest that flipped learning serves as an effective instructional strategy for enhancing students’ motivation and strategic engagement in laboratory-based engineering education and offer insights that may inform future research and instructional design in experimental learning contexts.

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