The Impact of Flipped Classroom Strategy on College Students' Motivation to Learn Online in Enhancing Academic Performance in History Courses

Traditional lecture-based methods in history education often result in passive learning and reduced student engagement, limiting the development of critical thinking skills. This quasi-experimental action research study investigated the impact of flipped classroom strategy on college students' motivation to learn online and academic performance in history courses. Grounded in Self-Determination Theory, the study examined how transitioning from traditional modular learning to a flipped classroom approach affects student engagement among thirty college students enrolled in "Readings in Philippine History" at a tertiary institution in Davao City using purposive sampling. The research employed a pre-test and post-test design with validated instruments including a researcher-made 20-item knowledge assessment and Fowler's (2018) Motivation to Learn Online Questionnaire measuring intrinsic goal orientation, extrinsic goal orientation, control of learning beliefs, self-efficacy, task value, social engagement, and instructor support. The intervention involved students accessing online learning resources about Kartilya ng Katipunan and Declaration of Philippine Independence, followed by face-to-face clarification discussions and collaborative activities. Results revealed high levels of motivation to learn online across all dimensions (M = 3.35, "Strongly Agree"), with extrinsic goal orientation scoring highest (M = 3.57) and social engagement lowest (M = 3.00). Academic performance showed modest improvement from pre-test (M = 2.61) to post-test (M = 2.84), though the difference was not statistically significant (p = 0.147). The findings suggest that while the flipped classroom approach demonstrates promise in enhancing student motivation and engagement in history education, larger-scale studies are needed to establish definitive effectiveness. The study contributes valuable insights into innovative teaching strategies for history education in the Philippine context, addressing the gap in research on flipped learning applications in humanities subjects. Recommendations include implementing structured online interactions to improve social engagement, developing personalized learning pathways, and conducting longitudinal studies to assess long-term intervention effectiveness.