{"title":"翻转学习方法对小学生学习成绩和创造力的影响","authors":"Shekufeh Naseri Moghadam, Majid Reza Razavi Ph.D.","doi":"10.1016/j.erap.2022.100811","DOIUrl":null,"url":null,"abstract":"<div><h3>Introduction</h3><p>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.</p></div><div><h3>Objective</h3><p>This research purposed to verify the effect of the Flipped learning method of creativity and the academic performance of primary school students.</p></div><div><h3>Method</h3><p>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.</p></div><div><h3>Results</h3><p>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.</p></div><div><h3>Conclusion</h3><p>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.</p></div>","PeriodicalId":46883,"journal":{"name":"European Review of Applied Psychology-Revue Europeenne De Psychologie Appliquee","volume":null,"pages":null},"PeriodicalIF":1.3000,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":"{\"title\":\"The effect of the Flipped Learning method on academic performance and creativity of primary school students\",\"authors\":\"Shekufeh Naseri Moghadam, Majid Reza Razavi Ph.D.\",\"doi\":\"10.1016/j.erap.2022.100811\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><h3>Introduction</h3><p>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.</p></div><div><h3>Objective</h3><p>This research purposed to verify the effect of the Flipped learning method of creativity and the academic performance of primary school students.</p></div><div><h3>Method</h3><p>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.</p></div><div><h3>Results</h3><p>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.</p></div><div><h3>Conclusion</h3><p>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.</p></div>\",\"PeriodicalId\":46883,\"journal\":{\"name\":\"European Review of Applied Psychology-Revue Europeenne De Psychologie Appliquee\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.3000,\"publicationDate\":\"2022-09-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"European Review of Applied Psychology-Revue Europeenne De Psychologie Appliquee\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S1162908822000627\",\"RegionNum\":4,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"PSYCHOLOGY, APPLIED\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"European Review of Applied Psychology-Revue Europeenne De Psychologie Appliquee","FirstCategoryId":"102","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1162908822000627","RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"PSYCHOLOGY, APPLIED","Score":null,"Total":0}
The effect of the Flipped Learning method on academic performance and creativity of primary school students
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.
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.
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