Investigating the effect of reverse classroom teaching on students' self-directed learning attitudes and learning skills in physics

Document Type : Original Article

Authors

1 Assistant Professor, Department of Psychology and Counseling, Farhangian University, Tehran, Iran.province, Iran.

2 Assistant Professor, Department of Mathematics, Farhangian University, Tehran, Iran

3 master's student, physics education, Farhangian University, Tehran, Iran

Abstract

The aim of this study was to investigate the effect of flipped classroom teaching on students' attitudes and self-directed learning skills in physics. The method of the present study is quasi-experimental with pre-test and post-test design with control group. The statistical population of this study was all high school students in Sarbisheh city in the academic year of 1398-1399. Experiments in each educational level) were determined as a statistical sample. The research instruments included the self-directed learning questionnaire of Fisher et al. (2001) with Cronbach's alpha coefficient of 0.91 and the interview method to examine the attitudes of students towards the flipped classroom teaching approach in physics. Relevant professors were approved. During the academic year, the flipped classroom teaching method was performed for the experimental group and the traditional teaching method was performed for the control group, followed by post-test and interview. Research data were analyzed using descriptive and inferential statistics (Leven test, regression homogeneity homogeneity and analysis of covariance) in Spss-25 statistical software. Findings showed that flipped classroom teaching has a positive effect on students' self-directed learning skills and the attitude of students towards this method in teaching physics has been positive. The findings of this study, in addition to the use of physics teachers and other subjects, can also be used at the level of educational policy to help them improve and modify the curriculum.

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History

  • Receive Date: 03 March 2022
  • Revise Date: 23 April 2022
  • Accept Date: 12 July 2022

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