Effects of flipped teaching on entrepreneurship professional student’ learning motivation, self-directed learning, and learning outcome

Oct 15, 2026

Flipped instruction is investigated for its ability to strengthen higher-education students’ learning motivation and self-directed learning. A quasi-experimental design tested effects on 106 entrepreneurship students at Taiwanese universities through pre- and post-intervention surveys. Bayesian paired-samples t-tests show significant increases in both intrinsic and extrinsic motivation, alongside improvements in internal processes, behavioral approaches, and environmental preferences. Predictive machine-learning models estimate final exam scores using pre-intervention motivation and learning expectations. A linear regression explains 59.1% of score variance, with learning expectations the strongest positive predictor and intrinsic motivation showing a negative association.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages19

Reading Time48 min

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Article info and abstract

Keywords

Introduction

Flipped classroom concept and motivation

Self-directed learning and self-regulated learning

OPEN ACCESS Research Article Effects of flipped teaching on entrepreneurship professional student’ learning motivation, self-directed learning, and learning outcome Contemporary Educational Technology, 2023, 15(4), ep472 ISSN: 1309-517X (Online) Hsin-Ming Hsieh 1 0009-0008-0477-0199 Alex Maritz 1* 0000-0003-2175-7734 1 La Trobe Business School, La Trobe University, Melbourne, AUSTRALIA * Corresponding author: [a.maritz@latrobe.edu.au](a.maritz@latrobe.edu.au) Citation: Hsieh, H.-M., & Maritz, A. (2023) . Effects of flipped teaching on entrepreneurship professional student’ learning motivation, self-directed learning, and learning outcome. Contemporary Educational Technology, 15(4), ep472 . [https://doi.org/10.30935/cedtech/13649](https://doi.org/10.30935/cedtech/13649) ARTICLE INFO ABSTRACT | Received: 27 Jul 2023
Accepted: 2 Sep 2023 | Flipped instruction has garnered significant interest in higher education for its potential to enhance student motivation and self-regulated learning. This quasi-experimental study examined the impact of flipped teaching on motivation and self-directed learning attributes among 106 entrepreneurship students at universities in Taiwan. Students completed pre- and post-intervention surveys measuring intrinsic motivation, extrinsic motivation, and facets of selfdirected learning. Bayesian paired samples t-tests revealed that flipped instruction significantly increased both intrinsic and extrinsic motivation. Self-directed learning attributes including internal processes, behavioral approaches, and environmental preferences also improved following the flipped teaching intervention. Additionally, machine learning models were developed to predict students’ final exam scores based on pre-intervention motivation, selfdirected learning, and learning expectations. A linear regression model accounted for 59.1% of variance in exam scores, with pre-learning expectations emerging as the strongest positive predictor. However, pre-intervention intrinsic motivation intriguingly showed a negative relationship with predicted exam performance. Overall, this study provides preliminary evidence that flipped instruction can increase student motivation and self-directed learning capabilities. The predictive modeling also suggests complex interactions between attributes in influencing academic achievement. Further research with larger, more diverse samples is recommended to validate the motivational and self-regulatory benefits of flipped teaching for higher education students.
Keywords: flipped teaching, learning motivation, self-regulated learning, learning expectation | | --- | --- | | INTRODUCTION | | Flipped teaching and instruction is an increasingly popular pedagogical approach in which the traditional in-class lecture and out-of-class homework elements are reversed (Martínez-Jiménez & Ruiz-Jiménez, 2020; Sohrabi & Iraj, 2016) . In a flipped classroom, students gain first exposure to content via pre-recorded video lectures and other materials outside of class. Then, in-class time is used for activities that reinforce and apply that knowledge, such as discussions, collaborative projects, and problem-solving exercises (Akcayir & Akcayir, 2018). Proponents of flipped teaching argue that this model can increase student motivation and engagement by promoting active learning during class time (Abeysekera & Dawson, 2015) . Flipped instruction also has the potential to encourage self-directed learning, as students take greater responsibility for their initial acquisition and comprehension of course material (Ceylaner & Karakus, 2018; Leatherman & Cleveland, 2020) . The flipped classroom model has the potential to increase student motivation in higher education settings. By moving lectures outside of class time and dedicating in-person hours to active learning, flipped instruction emphasizes student engagement over passive listening (Steen-Utheim & Foldnes, 2018) . According to selfde

FAQs

What teaching approach does the study evaluate?

The study evaluates flipped teaching, where in-class lectures and out-of-class homework elements are reversed to support active learning during class time.

How were motivation and self-directed learning measured?

Students completed pre- and post-intervention surveys assessing intrinsic motivation, extrinsic motivation, and facets of self-directed learning, including internal processes, behavioral approaches, and environmental preferences.

What predicts students’ final exam scores in the modeling results?

Machine-learning models and a linear regression indicate that pre-learning expectations are the strongest positive predictor of final exam scores, while pre-intervention intrinsic motivation is negatively related to predicted performance.

Oct 15, 2026

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