Investigating the Relationship between Volitional Strategies and Academic Achievement in a Flipped Learning Environment/Istraživanje odnosa voljnih strategija i akademskog postignuća u 'obrnutoj učionici'

Abstract

AbstractThis study was conducted to determine whether there is a relationship between academic volitional strategies and academic achievement in a flipped learning environment. Academic achievement entails an environment where students exert self-discipline on classroom tasks. By using volitional strategies, learners can enhance engagement on academic tasks and complete assignments more efficiently. Undergraduate students enrolled in a teacher education programme at a higher education institution in Turkey participated in the research. Academic Volitional Strategies Inventory (AVSI), with α = .87 internal consistency, was applied to a group of students. The obtained data were explored through Pearson correlation. The results showed a statistically significant positive relationship between AVSI scores and academic achievements (r =.39, p=<.05). Hence, volitional skills and academic achievements act in concert in a teacher education programme.Key words: correlational study; flipped learning; higher education; self-regulated learning; teacher education.
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SažetakOva studija provedena je kako bi se utvrdilo postojanje veze između akademskih voljnih strategija i akademskog postignuća u 'obrnutoj učionici'. Akademsko postignuće podrazumijeva okolinu u kojoj studenti pokazuju samodisciplinu na nastavnim zadatcima. Studenti mogu povećati angažman tijekom akademskih zadataka koristeći se voljnim strategijama te ih učinkovitije izvršiti. Sudionici istraživanja bili su dodiplomski studenti upisani u program obrazovanja budućih učitelja na instituciji visokog obrazovanja u Turskoj. Na toj skupini studenata primijenjen je Upitnik akademskih voljnih strategija (AVSI) unutarnje konzistentnosti α = ,8. Dobiveni podatci istraženi su Pearsonovom korelacijom. Rezultati pokazuju statistički pozitivan odnos između AVSI rezultata i akademskih postignuća (r =,39, p=<,05). Stoga voljne vještine i akademska postignuća djeluju zajedno u programu obrazovanja učitelja.Ključne riječi: korelacijska studija; obrnuto učenje; visoko obrazovanje; obrazovanje učitelja; samoregulirano učenje