فراتحلیل اثربخشی آموزش به روش کلاس معکوس بر عملکرد ریاضی دانش‌آموزان ایرانی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 فارغ‌التحصیل کارشناسی ارشد آموزش ریاضی، گروه آموزش ریاضی، واحد آبادان، دانشگاه آزاد اسلامی، آبادان، ایران

2 استادیار گروه ریاضی، دانشکده علوم پایه، واحد بین‌المللی اروند، دانشگاه آزاد اسلامی، آبادان، ایران

3 مربی گروه ریاضی، دانشکده علوم پایه، واحد بین‌المللی اروند، دانشگاه آزاد اسلامی، آبادان، ایران

10.22091/jrim.2025.12540.1235

چکیده

امروزه روش کلاس درس معکوس به‌عنوان یک روش آموزشی جدید که می‌تواند فناوری را با آموزش ادغام کند موردتوجه قرارگرفته است. کلاس درس معکوس به‌عنوان یک رویکرد آموزشی جدید به‌طور فزاینده‌ای در آموزش ریاضی مورداستفاده قرار می‌گیرد. اگرچه مطالعات زیادی در مورد اثربخشی کلاس معکوس بر بهبود یادگیری ریاضیات در مقایسه با روش سنتی انجام‌شده است، بااین‌حال نتایج به‌دست‌آمده از این مطالعات یکسان نیستند. برای پرداختن به این موضوع، این فراتحلیل اثربخشی آموزش به روش کلاس معکوس را بر عملکرد ریاضی دانش‌آموزان موردبررسی قرار داده است. پژوهش حاضر یک فراتحلیل نظام‌مند از 15 مطالعه ایرانی با 16 اندازه اثر بود که به روش نیمه‌آزمایشی یا آزمایشی بین سال‌های 1390 تا 1402 اجرا شده بودند. جامعه آماری شامل دانش‌آموزان مقاطع مختلف تحصیلی در ایران بود. داده‌ها با استفاده از نرم‌افزار SPSS نسخه 28 و مدل اثرات تصادفی تحلیل شدند. سوگیری انتشار با روش‌های نمودار فونل و آزمون اِگر بررسی گردید. نتایج نشان داد که اندازه اثر ترکیبی (73/0=g) به‌دست‌آمده معنی‌دار و در حد متوسط است که حاکی از برتری روش کلاس معکوس نسبت به روش سنتی در آموزش ریاضی می‌باشد. همچنین، هیچ شواهدی از سوگیری انتشار در مطالعات موردبررسی مشاهده نشد. یافته‌های این فراتحلیل نشان می‌دهد که روش کلاس معکوس در بافت آموزشی ایران می‌تواند به‌عنوان یک راهبرد آموزشی مؤثر برای بهبود عملکرد ریاضی دانش‌آموزان به کار گرفته شود. پیشنهاد می‌شود معلمان و سیاست‌گذاران آموزشی با در نظر گرفتن زیرساخت‌های فناورانه، این روش را در نظام آموزشی ایران ترویج دهند.

تازه های تحقیق

این مطالعه باهدف بررسی تأثیر کلاس معکوس بر عملکرد ریاضی در مقایسه با آموزش سنتی ریاضیات از طریق فراتحلیل انجام شد

روش کلاس معکوس برای آموزش دانش­آموزان ایرانی یک اثر مثبت متوسط ​​ایجاد می‌کند. به‌طورکلی، نتیجه‌گیری می­شود که تأثیر روش آموزشی کلاس معکوس بر عملکرد ریاضی بیشتر از روش کلاس سنتی است.

آموزش به‌صورت ناکارآمد باعث منفعل شدن و از بین رفتن انگیزه یادگیرنده می‌شود. آموزش به روش کلاس معکوس با فرصت یادگیری مطالب، دوره در منزل و شرکت در انجام فعالیت‌های کلاس به همراه معلم، در مقایسه با روش سنتی، سبب یادگیری عمیق و معنی‌دار می‌شود. آگاهی به موضوع و داشتن پیش‌زمینه، قبل از حضور در کلاس، فرصتی را برای مرور و تسلط یافتن در اختیار فراگیران می‌گذارد و کمک می‌کند دانش‌آموزان با ذهنی پرسشگر در کلاس حاضر شوند تا از معلم یا همتایان خود سؤال کنند و در فرایند آموزش یکدیگر سهیم باشند.

کلیدواژه‌ها


عنوان مقاله [English]

A Meta-Analysis of the Effectiveness of Flipped Classroom Instruction on the Mathematical Performance of Iranian Students

نویسندگان [English]

  • Ameneh Hormozi 1
  • Ghasem Rekabdar 2
  • Bahareh Soleymani 3
1 M.A. Student in Mathematics Education, Department of Mathematics Education, Abadan Branch, Islamic Azad University, Abadan, Iran
2 Department of Mathematics, Faculty of Basic Sciences, Arvand International Branch, Islamic Azad University, Abadan, Iran
3 Department of Mathematics, Faculty of Basic Sciences, Arvand International Branch, Islamic Azad University, Abadan, Iran
چکیده [English]

In recent years, the flipped classroom model has emerged as an innovative pedagogical approach that effectively integrates technology with traditional teaching methods. This instructional strategy, which inverts conventional learning sequences, has gained increasing adoption globally in mathematics education. Although numerous empirical studies have examined its efficacy compared with traditional lecture-based methods, research findings have shown considerable variability. To address this inconsistency, this meta-analysis systematically evaluates the impact of the flipped classroom approach on mathematics learning outcomes. This comprehensive study analyzes 15 Iranian educational studies conducted between 2011 and 2023, comprising 16 distinct effect sizes derived from experimental and quasi-experimental research designs. The participant pool included students across various academic levels within Iran's educational system. Data synthesis was performed using SPSS software (version 28) with a random-effects model, and potential publication bias was assessed using funnel plot visualization and Egger's regression analysis. The results demonstrated a statistically significant, moderate overall effect size (g = 0.73), indicating superior mathematics learning outcomes in flipped classrooms compared to traditional instructional approaches. A comprehensive bias assessment revealed no evidence of publication distortion in the included studies. These findings strongly suggest that the flipped classroom model represents an effective instructional innovation within Iran's educational landscape. The study recommends that educators and policymakers consider widespread implementation of this approach, contingent upon adequate technological infrastructure and teacher training support.

کلیدواژه‌ها [English]

  • flipped learning
  • mathematics education
  • academic achievement
  • meta-analysis
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