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Comparing Flipped Classroom and Traditional Lecturing Methods on Nursing Students’ Motivation and Engagement in Pharmacology
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Shirin Hasanvand    , Elham Goodarzi , Amin Hasanvand * |
| Department of Pharmacology and Toxicology, School of Pharmacy, Lorestan University of Medical Sciences, Khorramabad, Iran. |
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Abstract: (16 Views) |
Background and Objective: Teaching pharmacology to nursing students is challenging due to its conceptual nature and extensive content, necessitating the use of innovative active learning methods. One such approach is the flipped classroom method, which reverses the traditional sequence of content delivery and classroom interaction, providing students with deeper learning opportunities. The aim of this study was to compare the effects of the flipped classroom and traditional lecture methods on nursing students’ motivation and academic engagement.
Methods: This quasi-experimental study with a one-group pretest–posttest design was conducted on 34 undergraduate nursing students at Lorestan University of Medical Sciences. The first eight sessions were taught using the traditional lecture method, and the next eight sessions were conducted using the flipped classroom approach. Data were collected using standardized questionnaires on academic motivation and engagement. Data analysis was performed using paired t-tests in Stata 17. In addition, qualitative analysis of responses from 10 students was carried out to explore perceived advantages and challenges of the flipped classroom method.
Findings: The mean total score of academic engagement increased from 73.26 ± 10.63 to 97.20 ± 10.02, and the mean total score of academic motivation increased from 89.36 ± 3.38 to 113.12 ± 5.08 (p < 0.001). All dimensions of motivation and engagement showed significant improvement compared to before the intervention. Qualitative findings indicated enhanced participation, active learning, and educational interaction, along with challenges such as the need for self-regulation and prior preparation.
Conclusions: The flipped classroom method can effectively enhance motivation, academic engagement, and conceptual learning in pharmacology and is recommended for use in the instructional design of theoretical nursing courses. |
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| Keywords: Flipped classroom, Nursing Education, Pharmacology, Motivation, Academic Engagement |
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Full-Text [PDF 528 kb]
(9 Downloads)
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Type of Study: Research |
Subject:
General
Received: 2025/09/26 | Accepted: 2025/11/12 | Published: 2025/04/4
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