تاثير تدريس معكوس بر انگيزه و مشاركت دانش آموزان پسر پايه سوم ابتدايي

The Effect of Flipped Teaching on the Motivation an‎d Participation of Third Grade Elementary Students.

علوم تربيتي

Flipped learning enhances studentsʹ motivation an‎d engagement by turning them into active participants in the learning process. This method gives students greater responsibility for their own learning an‎d benefits from increased classroom interactions. The present study aimed to investigate the effect of flipped learning on the motivation an‎d participation of third-grade male students. The research was an applied, quasi-experimental interventional study with a pretest-posttest design including control an‎d experimental groups. The statistical population comprised all third-grade male students in the Baghbadoran region of Lanjan County, Isfahan Province. The sample consisted of 70 third-grade male students from Bozorgmehr School in Baghbadoran during the 1402-1403 academic year (two classes of 35 students each), selec‎ted by convenience sampling. To collect data, a training package related to flipped learning implementation, along with stan‎dardized questionnaires on academic motivation (Harter, 1981) an‎d active school participation (Wang et al., 2011), were used. Their validity was confirmed through face, content, an‎d criterion validity, an‎d their reliability was verified by Cronbach’s alpha coefficients (participation: affective 0.85 an‎d cognitive 0.80; motivation: intrinsic 0.79 an‎d extrinsic 0.84). Data were analyzed using SPSS version 25. Results indicate that increases in studentsʹ motivation, both intrinsic an‎d extrinsic, stemmed from enhanced feelings of control an‎d self-efficacy. Furthermore, flipped learning significantly improved studentsʹ participation in classroom activities, especially in the affective an‎d cognitive domains. This method fosters a more active an‎d interactive learning environment, encouraging students to engage more fully in the learning process. Overall, the findings suggest that flipped learning, as an active an‎d interactive teaching approach, can facilitate increased motivation an‎d engagement, ultimately improving studentsʹ performance an‎d learning outcomes. Integrating theories of motivation an‎d engagement provides better insights into the effectiveness of various teaching methods an‎d strategies to enhance student performance.

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