Professional paper
https://doi.org/10.15516/cje.v21i1.3006
Investigating the Relationship between Volitional Strategies and Academic Achievement in a Flipped Learning Environment
Bengi Birgili
orcid.org/0000-0002-2990-6717
; MEF University, Faculty of Education, Department of Mathematics and Science Education
Nevra Seggie
orcid.org/0000-0002-0657-6284
; Boğaziçi University, Faculty of Education, Department of Educational Sciences
Zeynep Kızıltepe
orcid.org/0000-0001-5221-7533
; Boğaziçi University, Faculty of Education, Department of Educational Sciences
Abstract
This 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.
Keywords
correlational study; flipped learning; higher education; self-regulated learning; teacher education.
Hrčak ID:
220703
URI
Publication date:
27.3.2019.
Visits: 2.281 *