hafez sahebyar; Golamreza Golmohammednezhad; Isa Barqi
Abstract
The purpose of this study was to determine the effectiveness of flipped learning on academic engagement and all components of them in students. The research method was semi-experimental with pre-test and post-test with a control group.The statistical population of this study was all male students of ...
Read More
The purpose of this study was to determine the effectiveness of flipped learning on academic engagement and all components of them in students. The research method was semi-experimental with pre-test and post-test with a control group.The statistical population of this study was all male students of 10th grade in Ahar in the academic year of 1396-1397; among them, 46 were sampled Cluster sampling and were randomly assigned to two groups. To collect data, Reeve and Teseng(2011) questionnaire was first performed as a pretest on both groups. Then the experimental group subjected flipped learning during 13 sessions; and the control group subjected the traditional learning method in mathematics. After completing the sessions, the post-test was performed for both groups. Data were analyzed using descriptive and inferential statistics(multivariate covariance analysis). The findings showed that flipped learning was effective on academic engagement. Also, based on the results, the effect of flipped learning on all components of academic engagement (cognitive, emotional, behavioral, and agency) was positive and significant.
