روانشناسی یادگیری
Salar Ghasemi; Ahghar Ghodsi; Davood Taghvaei,
Abstract
This research was conducted with the aim of Comparing the effectiveness of flipped education and metacognitive strategy on students' self-actualization and providing operational solutions. The research method was a semi-experimental pre-test and post-test type with a control group in terms of practical ...
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This research was conducted with the aim of Comparing the effectiveness of flipped education and metacognitive strategy on students' self-actualization and providing operational solutions. The research method was a semi-experimental pre-test and post-test type with a control group in terms of practical purpose and data collection method. The statistical population was all the female students of the first year of high school in the 1st district of Karaj in 1400, according to the entry and exit criteria in the study, 45 people were selected based on the Cochran formula and based on the purposeful sampling method and randomly divided into three groups. The tools used in this research were the self-actualization questionnaire of Jones and Crandall (1986). In the pre-test stage, the dependent variable was performed on the first experimental group, the second experimental group and the control group. The independent variable (reversal training) was implemented on the first experimental group and the training of metacognitive strategies was implemented on the second experimental group and the control group was trained in the traditional way. In the post-test phase, the dependent variable was implemented on all three groups of the first experiment group, the second experiment and the control group, and in the follow-up phase, one month after the post-test phase, the dependent variables were implemented on both experimental groups. Descriptive statistics were used to analyze the data and inferential statistics were used to test the research hypotheses. The findings of the research showed that the difference in the average of the self-actualization variable between the two groups under training and the control group is significant (P<0.01). The results showed that the effectiveness of reverse education with the teaching of metacognitive strategies in science lessons on self-actualization has a good stability over time.
