Comparing the Impact of Direct and Flipped Instruction on Psychology Students’ Engagement, Emotions, and Academic Achievement: A Quasi-Experimental Study

Document Type : Original Article

Authors

1 Ph D student in Educational Psychology, Kharazmi University, Tehran, Iran. E-mail:

2 Associate Professor, Department of Educational Psychology, Kharazmi University, Tehran, Iran

3 Associate Professor, Department of Educational Psychology, Kharazmi University, Tehran, Iran.

4 Associate Professor, Department of Curriculum, Assessment and Measurment, Kharazmi University, Tehran, Iran. E-mail:

10.22091/jrim.2025.13066.1299

Abstract

This study aimed to compare the effects of direct instruction and flipped learning on academic engagement, academic emotions, and academic achievement among psychology students. The research was applied and employed a quasi-experimental design with a two-group structure, including pre-test, post-test, and follow-up assessments. The statistical population consisted of 260 undergraduate psychology students at Kharazmi University in the first semester of the 2023-2024 academic year, from which 30 participants were randomly assigned to either the flipped or direct instruction group. Data were collected using standardized questionnaires: the Academic Engagement Scale (Reeve, 2013), the Academic Emotions Questionnaire (Pekrun et al., 2011), and the Academic Achievement Scale (Fam & Taylor, 1999). The first experimental group received direct instruction, while the second underwent flipped learning over ten 90-minute sessions. Data were analyzed using multivariate mixed ANOVA in SPSS-26 at a significance level of 0.05.  Findings revealed significant differences between the two instructional methods, with flipped learning demonstrating superior effects on academic engagement, positive academic emotions, and academic achievement compared to direct instruction (*p* < 0.05). Follow-up results confirmed the stability of these effects at the 0.05 significance level, indicating the higher efficacy of flipped learning. Consequently, the flipped classroom approach can enhance students’ academic engagement, academic emotions, and achievement.

Keywords

References

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History

  • Receive Date: 08 September 2025
  • Revise Date: 11 November 2025
  • Accept Date: 25 November 2025

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