The Impact of Flipped Learning on Cognitive Knowledge Learning and Intrinsic Motivation in Norwegian Secondary Physical Education
Abstract
1. Introduction
1.1. Motivation
Motivation in PE
1.2. Flipped Learning
2. Materials and Methods
2.1. Participants
2.2. The Intervention
2.3. Measures
2.3.1. Motivation
2.3.2. Health-Related Fitness Knowledge (HRFK)
2.4. Data Reduction and Analysis
3. Results
4. Discussion
4.1. Motivation
4.2. Health-Related Fitness Knowledge
5. Limitations
6. Conclusions
Author Contributions
Funding
Acknowledgments
Conflicts of Interest
References
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T1 | T2 | |||||||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|
FL | NFL | TOTAL | FL | NFL | TOTAL | |||||||
Girls n = 36 | Boys n = 49 | Girls n = 61 | Boys n = 60 | Girls n=97 | Boys n=109 | Girls n = 36 | Boys n = 49 | Girls n = 61 | Boys n = 60 | Girls N = 97 | Boys N = 109 | |
IM | 5.07 (1.37) | 5.25 (1.13) | 4.62 (1.51) | 5.44 (1.41) | 4.79 (1.47) | 5.35 (1.29) | 5.26 (1.44) | 5.32 (1.27) | 4.62 (1.58) | 4.78 (1.69) | 4.86 (1.55) | 5.02 b,c (1.54) |
IR | 5.67 (1.13) | 5.52 (1.03) | 5.16 (1.35) | 5.47 (1.48) | 5.35 (1.29) | 5.49 (1.29) | 5.60 (1.30) | 5.56 (1.13) | 4.98 (1.32) | 5.11 (1.27) | 5.21 (1.34) | 5.31 (1.23) |
ER | 5.53 (1.21) | 4.81 (1.62) | 5.19 (1.62) | 4.37 (1.55) | 5.31 (1.48) | 4.57 (1.59) | 5.32 (1.50) | 4.90 (1.40) | 5.11 (1.57) | 4.53 (1.59) | 5.19 (1.54) | 4.69 (1.51) |
AM | 2.26 (1.12) | 2.47 (1.06) | 2.39 (1.17) | 2.07 (1.22) | 2.34 (1.14) | 2.25 (1.17) | 1.94 (1.02) | 2.57 (1.19) | 2.35 (1.13) | 2.36 (1.25) | 2.19 (1.10) | 2.45 c (1.22) |
HRFK | 53.17 (6.91) | 51.67 (5.42) | 54.25 (5.96) | 52.67 (6.22) | 53.85 (6.32) | 52.22 (5.87) | 55.67 (7.13) | 56.35 (6.77) | 55.52 (6.25) | 54.90 (6.29) | 55.58 (6.56) | 55.55 a,b,c (6.52) |
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Østerlie, O.; Mehus, I. The Impact of Flipped Learning on Cognitive Knowledge Learning and Intrinsic Motivation in Norwegian Secondary Physical Education. Educ. Sci. 2020, 10, 110. https://doi.org/10.3390/educsci10040110
Østerlie O, Mehus I. The Impact of Flipped Learning on Cognitive Knowledge Learning and Intrinsic Motivation in Norwegian Secondary Physical Education. Education Sciences. 2020; 10(4):110. https://doi.org/10.3390/educsci10040110
Chicago/Turabian StyleØsterlie, Ove, and Ingar Mehus. 2020. "The Impact of Flipped Learning on Cognitive Knowledge Learning and Intrinsic Motivation in Norwegian Secondary Physical Education" Education Sciences 10, no. 4: 110. https://doi.org/10.3390/educsci10040110
APA StyleØsterlie, O., & Mehus, I. (2020). The Impact of Flipped Learning on Cognitive Knowledge Learning and Intrinsic Motivation in Norwegian Secondary Physical Education. Education Sciences, 10(4), 110. https://doi.org/10.3390/educsci10040110