A supervisory enrichment program based on flipped learning for a sample of school counseling students at the university

Abstract

Flipped learning represents an unconventional approach aimed at empowering students. This study sought to assess the impact of an enrichment supervisory program utilizing flipped learning on enhancing motivation for learning and academic achievement. The sample comprised 348 third and fourth-year students majoring in school counseling at a government university in Jordan. Among them, 40 students exhibiting low motivation and achievement levels were identified and evenly split into 20 experimental groups, taught via flipped learning, and 20 control groups, taught through traditional methods.

The counseling supervisory program implemented the flipped learning strategy through 8 enrichment sessions. Results indicated significant differences in both motivations for learning and academic achievement scores between the experimental and control groups, favoring those exposed to flipped learning. Key study recommendations include developing enrichment programs across all courses, particularly those with practical applications, leveraging flipped learning strategies, and creating a comprehensive guide to assist teachers in effectively implementing this approach.