The present study aimed to examine the effectiveness of the Flipped Classroom (FC) approach on middle school students’ motivation to learn biology in Al-Qadisiyah, Iraq. The study employed a quasi-experimental design with pre-test and post-test measures and a control group. Forty eighth-grade students were selected through convenience sampling and randomly assigned to an experimental group (flipped classroom) and a control group (traditional instruction). A standardized questionnaire with confirmed validity and reliability was used to measure students’ motivation to learn biology, assessing intrinsic motivation, extrinsic motivation, and amotivation.
Multivariate analysis of covariance (MANCOVA) indicated that the Flipped Classroom significantly enhanced students’ motivation to learn. Compared to the control group, students in the experimental group demonstrated higher levels of intrinsic motivation, interest in biology, and active engagement, while their amotivation decreased. Providing pre-class video content and conducting collaborative activities during class sessions promoted self-regulation, self-efficacy, and greater cognitive engagement among students.
Overall, the findings suggest that the Flipped Classroom can serve as an effective instructional strategy for enhancing motivation to learn biology in middle school. It is recommended that science teachers integrate Flipped Classroom elements into their teaching to foster active participation, sustained interest, and deeper understanding among students. Future research could explore the long-term effects of this approach on academic achievement and learning strategies.