Document Type : Original Article

Authors

• aliasghar mohammadi ¹
• mohden hajitabar firozjaee ²
• meimanat abedini baltork ³

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² Associate Professor in Curriculum Studies, Department of Education, Faculty of Humanities and Social Sciences , University of Mazandaran ,Babolsar, Iran

³ Associate Professor in Curriculum Studies, Department of Education, Faculty of Humanities and Social Sciences

Abstract

The purpose of the current research is to investigate the effect of flipped classroom teaching on academic performance and attitude toward science lessons in sixth-grade students. The research method was semi-experimental, with pre-test and post-test designs and a control group. The statistical population included all male students in the sixth grade of primary school in the city of Sari. Using the replacement random sampling method and the Cochran formula, 64 people were place into a control group (32 people) and an experimental group (32 people). In order to collect data, Pham and Taylor's (1999) academic performance questionnaire and Akpiner et al.'s (2009) science attitude questionnaire were used. Multivariate analysis of variance was used to analyze the data. The results showed that teaching in the flipped classroom style had a positive and significant effect on students’ academic performance and its components, as well as on their attitude toward science lessons and its components. Therefore, it can be said that by teaching in a flipped classroom, the academic performance and attitude of students toward science lessons can be increased.

Keywords

• Flipped teaching
• academic performance
• attitude
• attitude towards science course

Main Subjects

• ارزشیابی آموزشی