The Effect of Chronotype on Motivation and Academic Achievement in Nursing Students Trained With a Flipped Learning Approach

NCT07391865 | Completed DMC

• 1 other identifier: TÜTF-BAEK 2022/189
• Study Type: interventional
• Target: 111
• Locations: 0 countries
• Sites: N/A

Brief Summary

The rapidly evolving world has influenced the sleep-wake cycles of nursing students, shifting them towards an evening chronotype. This shift has negatively impacted their daytime functionality, motivation, and academic success. Moreover, research indicates that there is an asynchrony between individuals' circadian rhythms and face-to-face classes. Flipped learning can be seen as a potential solution to nursing education. The purpose of this study was to examine the effect of chronotype on motivation and academic achievement in nursing students trained with two different learning approaches.

Conditions

Healthy

Keywords

Nursing students; flipped classroom; traditional training; chronotype; academic performance; motivation

Outcome Measures

Primary Outcomes (4)

• The Motivated Strategies for Learning Questionnaire (MSLQ)

  The questionnaire was developed by Pintrich et al. in 1991.24 It was adapted to Turkish language by by Büyüköztürk et al. in 2004. This scale allowing students to indicate how well the items describe their personal situation. This scale consists of two main section, learning strategies and motivation, and 15 sub-dimensions. Responses are provided on a 7-point Likert scale, ranging from "not at all true of me" to "very true of me". In this study, the motivation section with its 6 sub-dimensions were applied to the students. Each sub-dimension is scored separately, and increasing scores indicate increased student motivation.

  Before courses begin and 15 days after the courses concluded, an average of 7 weeks

• The Morningness-Eveningness Questionnaire (MEQ)

  The self-assessment-based form was developed by Horne and Östberg in 1976. The Turkish validity and reliability study was conducted by Pündük et al. in 2005. The form, which is used to determine morningness and eveningness types in the human circadian rhythm, consists of 19 questions. The minimum score that can be obtained from the form is 16, while the maximum score is 86. Based on the total score, individuals are classified as evening type, intermediate type, and morning type. While the Cronbach's alpha value was reported as 0.81 in the study by Pündük et al., it was found to be 0.72 in this study.

  Before courses begin and 15 days after the courses concluded, an average of 7 weeks

• The theoretical exam

  The theoretical exam was developed by the researchers based on the guidelines and standards outlined by the Centers for Disease Control and Prevention. A detailed rubric evaluation was utilized to score student responses. The exam included four open-ended questions. The exam content included questions about the steps of urinary catheterization, types of urinary incontinence and their nursing care, urinary tract infections associated with urinary catheters, and a case study.

  15 days after the courses concluded, an average of 7 weeks

• The skill exam

  The skill exam was conducted using a urinary catheterization skill checklist, which consisted of 40 steps and specified the score for each step, prepared based on the literatüre. Both the theoretical and skill exams were graded on a 0-100 scale and were conducted 15 days after the courses concluded. The evaluation were carried out by an independent faculty member who was blinded to the group assignments (experimental or control).

  15 days after the courses concluded, an average of 7 weeks

Study Arms (2)

The Flipped classroom group

EXPERIMENTAL

The experimental group students were taught the topic titled "Urinary System Applications" based on the flipped classroom approach

Other: Flipped classroom approach

The traditional classroom approach group

NO INTERVENTION

The control group students were taught the topic titled "Urinary System Applications" based on the traditional classroom approach.

Interventions

Flipped classroom approach OTHER

The experimental group students were taught the topic titled "Urinary System Applications" based on the FCA. The link to the online education platform required for out-of-class learning in this approach was shared with the students two weeks before the start of the course. Thus, students were able to watch the videos anytime and anywhere at their convenience. The educational platform included 31 videos on urinary system practices, specially prepared by researchers based on Bloom's taxonomy. These videos were organized into 31 sequential and thematically cohesive parts, and each part was interconnected. The student could not watch a subsequent part without completing the previous related part. Each video was 10-15 minutes long, with one video introducing the online platform, 27 videos covering the theoretical aspects of the subject, and 3 videos focusing on skill application. Specific questions tailored to the learning outcomes of the subject were embedded in each video. Access to the

Also known as: Education

The Flipped classroom group

Eligibility Criteria

• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17), Adult (18-64), Older Adult (65+)

You may qualify if:

• Be over 18 years of age,
• To volunteer,
• Taking the Fundamentals of Nursing course for the first time,
• To own a smartphone or computer,
• To have internet access.

You may not qualify if:

• Being under 18 years of age,
• Not being a volunteer,
• Having previously taken the Fundamentals of Nursing course,
• Not owning a smartphone or computer.
• Not having internet access.

Sponsors & Collaborators

• Trakya University: lead

Related Publications (6)

• Pintrich, P. R., Smith, D., García, T., McKeachie, W. 1991. A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). University of Michigan.

  RESULT

• Nam, D., Demircioğlu Diren, D., Horzum, M. B. 2024. Online learning barriers and its relationship to gender, age, work status, and chronotype in university student. Biological Rhythm Research. 55: 260-277. doi: 10.1080/09291016.2024.2336926

  RESULT

• Büyüköztürk, S., Akgün, Ö. E., Özkahveci, Ö., Demirel, F. 2004. The validity and reliability study of the Turkish version of the motivated strategies for learning questionnaire. Educational Sciences: Theory & Practice. 4: 231-239

  RESULT

• Balcı, Ö., Çalışkan, M. 2022. Investigation of the relationship between chronotype, learning style and academic achievement of university students during distance education in the pandemic period. Chronobiology International. 39:858-871. doi:10.1080/07420528.2022.2041658

  RESULT

• Aguilar, R., Santana, M., Larrañeta, B., Cuevas, G. 2021. Flipping the strategic management classroom: Undergraduate students' learning outcomes. Scandinavian Journal of Educational Research. 65:1081-1096. doi:10.1080/00313831.2020.1825524

  RESULT

• Adan, A., Archer, S. N., Hidalgo, M. P., Di Milia, L., Natale, V., Randler, C. 2012. Circadian typology: a comprehensive review. Chronobiology international. 29:1153-1175. doi:10.3109/07420528.2012.719971

  RESULT

MeSH Terms

Interventions

Educational Status

Intervention Hierarchy (Ancestors)

Socioeconomic Factors; Population Characteristics

Study Officials

• Eylem PASLI GÜRDOĞAN, PhD

  Trakya University

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Purpose: OTHER
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Assistant Professor

Study Record Dates

• First Submitted: December 2, 2025
• First Posted: February 6, 2026
• Study Start: February 6, 2023
• Primary Completion: May 6, 2023
• Study Completion: May 6, 2023
• Last Updated: March 23, 2026

Record last verified: 2026-03

Data Sharing

• IPD Sharing: Will not share