Effects of Project-based Flipped Learning and Learning Motivation on Collaborative and Creative Thinking Skills in Mathematics: A Multivariate Analysis

Source abstract

Skill-based mathematics education requires the development of higher-order competencies, particularly collaborative and creative thinking skills. However, prior studies have largely examined instructional models and learning motivation separately, with limited empirical evidence investigating their combined and interactive effects on students’ collaborative and creative thinking skills. Therefore, this study aims to examine the effects of Project-Based Flipped Learning (PjBFL) and learning motivation on the collaborative and creative thinking skills of students, as well as the moderating role of learning motivation. A quasi-experimental pretest–posttest nonequivalent control group design was conducted involving 314 grade XI vocational high school students. The experimental group received PjBFL, which combines pre-class digital learning with in-class collaborative projects and flipped learning through structured problem solving, whereas the control group received Direct Instruction. The results showed that PjBFL significantly improved students’ collaborative and creative thinking skills compared with Direct Instruction. Learning motivation also had a positive effect, with highly motivated students demonstrating superior collaborative and creative thinking skills. Furthermore, learning motivation interacted with the instructional model, with a significant effect observed on collaborative skills but not on creative thinking skills, suggesting that the instructional model’s influence on creative thinking is independent of students’ motivation levels. Overall, the interaction effect was more pronounced for collaborative thinking skills than for creative thinking skills. These findings highlight the differential role of learning motivation in shaping higher-order thinking skills, with collaborative thinking having a stronger moderating effect than creative thinking. This study demonstrates the combined and interactive effects of instructional models and motivation in learning mathematics.