Comparison of the effectiveness of flipped classroom and traditional teaching method on the components of self-determination and class perception among University students.

Abstract

Introduction: The flipped classroom instruction can be an opportunity to make educational changes in class contents, which means this model can be a way to rethink learning and the educational process. The present study aimed to investigate the effectiveness of flipped classroom and traditional teaching methods on the components of self-determination and the class perception among university students.

Methods: This is an experimental study with a pre-test and post-test design and a control group. The study population comprised of all female students of Farhangian University in Ahvaz city in the academic year 2019. The sample consisted of 36 students selected by convenience sampling. We randomly divided the participants into experimental (n=18) and control (n=18) groups. The research instruments included the Basic Psychological Need Satisfaction and the Class Perception Questionnaire. The experimental group received the flipped teaching program during six 120-minute sessions once a week; however, the control group received the traditional teaching method. Data were analyzed by descriptive and inferential statistics, such as mean, standard deviation, analysis of covariance (ANCOVA), and multivariate analysis of covariance (MANCOVA).

Results: The results indicated that there was a significant difference between the flipped classroom and traditional teaching (p< 0.05) on the components of self-determination and the class perception among university students.

Conclusion: According to the results, the flipped teaching method had greater impacts on the components of self-determination and class perception in university students, compared to the traditional method.