A Study on the Effect of the Use of Flipped Learning Education on Learning Motivation and Academic Achievement

Flipped learning has gained increasing attention in higher education as an instructional approach that promotes self-directed learning and enhances student engagement.This study aims to empirically examine how flipped learning influences motivation to learn and academic achievement among college students who have taken flipped learning courses.To this end, flipped learning was conceptualized across four dimensions: self-efficacy, teaching strategy, cooperative learning, and learner-instructor interaction.Learning motivation was specified as a mediating variable, and academic achievement was set as the dependent variable in the research model.A survey was conducted among college students in their 20s with experience in flipped learning, and the collected data were analyzed using SmartPLS 4.0 and structural equation modeling.The results indicate that self-efficacy and teaching strategy have statistically significant positive effects on learning motivation, and learning motivation, in turn, has a significant positive effect on academic achievement.In contrast, cooperative learning and learner-instructor interaction did not have a significant effect on learning motivation.These findings provide empirical evidence for the mediating role of learning motivation in flipped learning and offer practical implications for instructional design and teaching strategies in higher education.Future research may extend this model by incorporating learner characteristics or educational context variables.