Flip, professional development, and student-centered learning: Remedies for reading motivation

Özet

Currently, there is a shortage of effective professional development to prepare teachers to use technology (Chaparro et al., 2012; Davis & Neitzel, 2010; Nichols et al., 2007) and mitigate the decrease in adolescent learners’ reading motivation (Bright & Loman, 2020; Barry 2013; Fulmer & Frijters, 2011; Ivey & Broaddus, 2001). The purpose of the present study was to analyze the impact of Flip-based discussion activities, professional development, and adolescent learners reading motivation. Following a qualitative research design, teacher perceptions were obtained through open-ended interviews on training, Flip and students’ reading motivation. Student perceptions on Flip, reading motivation, and student-selected texts were obtained through a Google form survey. A total of four teachers (n=4) and 133 students (n=133) were included in the study. Interviews and survey responses were analyzed through axial and analytical coding for common themes using MAXQDA. Main findings indicated high teacher confidence due to the training they received and positive perceptions of Flip-based discussion activities and student-selected text on students’ reading motivation. Overall student perceptions were mostly positive about using Flip and reading choice. Conclusions and implications showed positive effects with comprehensive training, which may allow teachers to utilize student-centered learning, such as Flip and student choice, to positively impact adolescent learners reading motivation. Recommendations include teachers training other teachers to use Flip and implementing Flip and student choice in various adolescent learners’ grades and subjects.