روانشناسی یادگیری
Abdolghader Asoobar; Mohsen Roshanian Ramin
Abstract
The present study was conducted with the aim of comparing game-based education with flipped education on learning the concept of multiplication in the third-grade math lesson of Chabahar city. This research is practical in terms of purpose; In terms of time, it is quantitative, based on the type of variable, ...
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The present study was conducted with the aim of comparing game-based education with flipped education on learning the concept of multiplication in the third-grade math lesson of Chabahar city. This research is practical in terms of purpose; In terms of time, it is quantitative, based on the type of variable, and in terms of data collection, it is quasi-experimental research of the pre-test-post-test design with a control group. The statistical population of the research included all 1800 female students of the third grade of elementary school in Chabahar city in the academic year of 1401-1402, and according to multi-stage cluster random sampling, there were 75 of these members in three groups: Training with the game method, training with the flipped method and no training were randomly assigned. The method of data analysis was based on inferential statistics including ANCOVA test. The results showed that there is a significant difference between game-based education and upside-down education in learning the concept of multiplication of numbers in the third-grade math lesson of Chabahar. Game-based education and flipped education both methods have a significant effect on students' multiplication of numbers, and the average score of students in the game-based method is more than the flipped teaching method. Therefore, games and flipped training can be effective ways to teach multiplication.
