Comparison of the Effects of Using the Flipped Teaching Method and Traditional Teaching Methods on the Academic Resilience and Engagement of Students in Experimental Sciences Course

Document Type : Original Article

Authors

1 Assistant professor of Educational Sciences, Payam Noor University, Tehran, Iran

2 Assistant Professor, Department of Psychology, Payam Noor University, Tehran, Iran

10.22091/jrim.2025.11489.1111

Abstract

The purpose of this research was to compare the effects of using the flipped teaching method and traditional teaching methods on academic resilience and academic involvement of students in experimental sciences course. The method of this research was semi-experimental with a pre-test and post-test design with a control group. The statistical population includes all male students in the 6th grade of the primary school in Selseleh during the academic year of 2023-2024. From among the statistical population, 2 classes were selected using the available sampling method and were randomly replaced in the form of two experimental (20 people) as well as control (20 people) groups. The data collection tool included Samuel’s Academic Resilience Questionnaire (2004) and Rio’s Academic Engagement Questionnaire (2013). Data were analyzed using descriptive tests and analysis of covariance. The results of the analysis of covariance test indicated that the flipped teaching method has a positive impact on the resilience and academic engagement of sixth-grade elementary school students in the experimental group (p < 0.05). Specifically, the levels of resilience and academic engagement in students who learned science using the flipped teaching method were higher compared to those who studied science through traditional methods. Using the flipped teaching method as a new technological teaching method more than the traditional method can strengthen academic resilience and academic engagement in students.

Highlights

هدف از انجام این پژوهش مقایسۀ تأثیر استفاده از روش تدریس معکوس با روش تدریس سنتی بر تاب‌‌آوری تحصیلی و درگیری تحصیلی دانش‌‌آموزان در درس علوم تجربی بود. نتایج حاصل از تجزیه‌وتحلیل یافته‌‌های پژوهش نشان داد که در مقایسه بین روش آموزش تدریس معکوس و آموزش سنتی در درس علوم تجربی، شیوه آموزش تدریس معکوس بر تاب‌‌آوری تحصیلی دانش‌‌آموزان اثربخش‌‌تر بوده است. به‌‌عبارت دیگر دانش‌‌آموزانی که جلسات درس علوم تجربی را براساس شیوۀ یادگیری معکوس آموزش دیده بودند، تاب‌‌آوری تحصیلی بالاتری در مقایسه با دیگر دانش‌‌آموزان داشتند. همچنین نتایج دیگر پژوهش نشان داد که آموزش یادگیری معکوس نسبت به آموزش به شیوۀ سنتی بر درگیری تحصیلی دانش‌‌آموزان اثربخش‌‌تر است. به بیان دیگر میزان درگیری تحصیلی دانش‌‌آموزانی که درس علوم تجربی را به شیوۀ یادگیری معکوس آموزش دیده بودند، در مقایسه با دانش‌‌آموزان دیگری که به شیوۀ سنتی درس علوم تجربی را آموزش دیده بودند، بالاتر است. 

Keywords

References

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Journal of research in instructional methods
Volume 2, Issue 4 - Serial Number 8
February 2025
Pages 33-45

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History

  • Receive Date: 16 October 2024
  • Revise Date: 08 November 2024
  • Accept Date: 05 February 2025

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