The effect of the Flipped Learning method on academic performance and creativity of primary school students

IF 1.3 4区心理学 Q3 PSYCHOLOGY, APPLIED

European Review of Applied Psychology-Revue Europeenne De Psychologie Appliquee Pub Date : 2022-09-01 DOI:10.1016/j.erap.2022.100811

Shekufeh Naseri Moghadam, Majid Reza Razavi Ph.D.

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引用次数: 2

Abstract

Introduction

Childhood is the most considerate course, and the proper teaching method can have a significant and impressive effect on the individual and social life of students through the increase in their performance and creativity.

Objective

This research purposed to verify the effect of the Flipped learning method of creativity and the academic performance of primary school students.

Method

The statistical population of this study included all third-grade elementary school classes in the first half of the academic year of 2019-2020 (27 classes with a student population of 756). In this quasi-test study, based on the criteria for getting into the study, 50 students were selected through a targeted method and randomly assigned to the pretest-posttest with a nonequivalent control group design (each group was 25). Subjects in the test group received the FL method training, while other subjects in the control group received the traditional learning method. Statistical Package for the Social Sciences (SPSS) 22 did data analysis using one way and a multi-path analysis of covariance and Pearson correlation coefficient.

Results

The results showed that both variables (academic performance and creativity) were significant at the level of 0.01. But, the test group had a meaningful improvement in terms of academic performance and creativity compared to the control group.

Conclusion

The results indicate that students earn higher scores on academic performance and creativity using the FL method. Therefore, it can be possible to conclude that the Flipped learning method can increase academic performance and creativity in students.

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翻转学习方法对小学生学习成绩和创造力的影响

童年是最贴心的课程，正确的教学方法可以通过提高学生的表现和创造力，对他们的个人和社会生活产生重大而深刻的影响。目的本研究旨在验证创造力翻转学习方法对小学生学习成绩的影响。方法本研究的统计人群为2019-2020学年上半学期小学三年级所有班级(27个班级，学生总数756人)。在本准测试研究中，根据进入研究的标准，通过有针对性的方法选择50名学生，采用非等效对照组设计，随机分配至前测后测组(每组25人)。实验组接受FL法训练，对照组接受传统学习方法。社会科学统计软件包(SPSS) 22使用单向和多路径分析协方差和Pearson相关系数进行数据分析。结果学业成绩和创造力两个变量在0.01水平上均达到显著水平。但是，与对照组相比，试验组在学习成绩和创造力方面有了显著的提高。结论采用FL教学方法的学生在学习成绩和创造力方面得分较高。因此，我们可以得出结论，翻转学习方法可以提高学生的学习成绩和创造力。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

European Review of Applied Psychology-Revue Europeenne De Psychologie Appliquee PSYCHOLOGY, APPLIED-

CiteScore

2.20

自引率

20.00%

发文量

期刊介绍： The aim of the Revue européenne de Psychologie appliquée / European Review of Applied Psychology is to promote high-quality applications of psychology to all areas of specialization, and to foster exchange among researchers and professionals. Its policy is to attract a wide range of contributions, including empirical research, overviews of target issues, case studies, descriptions of instruments for research and diagnosis, and theoretical work related to applied psychology. In all cases, authors will refer to published and verificable facts, whether established in the study being reported or in earlier publications.