نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی کارشناسی ارشد آموزش زیست، دانشگاه شهید چمران پردیس شهید بهشتی
2 استادیار، گروه آموزش زیست شناسی، دانشگاه فرهنگیان، تهران، ایران
3 گروه آموزش زیست شناسی، دانشگاه فرهنگیان، تهران، ایران
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسندگان [English]
Background and Objectives: This study aimed to investigate the effect of the flipped learning approach on learning motivation and academic achievement of the 7th-grade students in biology. The necessity of this research arises from challenges associated with traditional instruction, including reduced intrinsic motivation, superficial learning, and difficulties in transferring scientific concepts to practical situations.
Methods: The present research employed a quasi‑experimental design with a pretest–posttest control group. The population consisted of the 7th‑grade students in Districts 1 and 2 of Semnan's Department of Education. A multistage cluster random sampling method was used, and the final sample included 50 students (25 in the experimental group and 25 in the control group).The experimental group received multimedia instructional content (i.e., videos, animations, and online quizzes) prior to class, while in‑class sessions were devoted to practical activities, problem‑solving tasks, and collaborative interactions. The control group was taught the same content using a traditional instructional approach. The validity of the instruments was confirmed by subject‑matter experts, and the reliability was estimated through Cronbach’s alpha coefficients. Data were collected using a learning motivation questionnaire based on self‑determination theory and a researcher‑made biology academic achievement test. Data analysis was conducted using analysis of covariance (ANCOVA). Results: The findings indicated that flipped learning method led to a statistically significant increase (p < 0.05) in students’ learning motivation and cognitive and skill‑based academic achievement. Moreover, subcomponents of student academic achievement (including scientific competence, active participation, and problem‑solving ability) showed substantial improvement. Conclusion: The results are consistent with those findings reported by both national and international studies. The positive effect of the flipped learning/teaching approach on student learning quality can also be further investigated in other similar academic areas. When improving technological infrastructure and providing teachers with training on flipped classroom designing, it is recommended this approach be applied to traditional instruction, whether as its supplement or an alternative.
کلیدواژهها [English]
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