Iranian Evolutionary Educational Psychology Journal (Jun 2020)
Investigating the Impact of Teaching Based on Flipped Learning on the Academic Achievement of Sixth-Grade Students
Abstract
This study aimed to investigate the impact of flipped learning on the academic achievement of sixth-grade students. All sixth-grade students of Lamerd Elementary Schools in the academic year of 2019-2020 as the statistical population of this research and 40 sixth-grade students who were studying in one of the primary schools of Lamerd in the academic year of 2019-2020 as the statistical samples of the research were considered. The members of the present research sample were selected by the available sampling method. Sample members were assigned to two groups (control group 20 and experimental group 20). The two experimental and control groups were matched based on the variables of the previous academic year, the family's economic status, and the previous year's educational status. During the 10 sessions, the members of the experimental group received the same amount of training by the flipped training method and the control group, but in the form of traditional and normal training. The research method was quasi-experimental with pretest and posttest. Data analysis was performed using a one-way analysis of covariance and the Kolmogorov-Smirnov test was used to determine the normality of the data. The research findings showed that there was a significant difference between the two control and experimental groups (F = 19.83 and p = 0.001). Thus, the effect of teaching based on flipped learning on the academic achievement of sixth-grade students was evaluated.
