VALIDATION OF A SURVEY INSTRUMENT FOR LEARNING EFFICIENCY IN THE HYBRID FLIPPED CLASSROOM: INSIGHTS FROM FOLK MUSIC EDUCATION
This study investigates learning efficiency and its mediating factors within the hybrid flipped classroom model among students of Folk Music at Guanxi University. The research focuses on validating a survey instrument designed to measure learning efficiency, self-efficacy, and learning motivation, while also exploring the mediating roles of self-efficacy and learning motivation in the relationship between the hybrid flipped classroom and learning outcomes. A mixed-methods approach was employed, including survey administration and statistical analysis. The results indicate high internal consistency and reliability of the survey instrument, with Cronbach alpha values exceeding the threshold of 0.70 for all constructs. Additionally, significant positive correlations were found between self-efficacy, learning motivation, and learning efficiency. Regression analysis revealed that self-efficacy and learning motivation partially mediate the relationship between the hybrid flipped classroom and learning efficiency. These findings contribute to the advancement of educational practices by providing a validated measurement tool for assessing learning efficiency and shedding light on the mechanisms underlying student learning outcomes in the hybrid flipped classroom. By understanding the mediating roles of self-efficacy and learning motivation, educators can design more effective instructional strategies to enhance learning experiences and outcomes in music education.
Learning Efficiency, Hybrid Flipped Classroom, Self-Efficacy, Learning Motivation, Folk Music Education, Instrument Validation.