سنجش اثربخشی آموزش به روش معکوس بر عملکرد تحصیلی و انگیزش یادگیرندگان

هدف از پژوهش حاضر سنجش اثربخشی آموزش به روش معکوس بر عملکرد تحصیلی و انگیزش یادگیرندگان بود. برای نیل به این هدف از روش پژوهش از نوع  نیمه آزمایشی با طرح پیش‌آزمون – پس‌آزمون با گروه کنترل استفاده شد. جامعه آماری پژوهش شامل تمامی دانش‌آموزان پسر پایه چهارم ابتدایی مدارس دولتی منطقه 18 شهر تهران در سال تحصیلی 02 – 1401 بود. با استفاده از روش نمونه‌گیری خوشه‌ای چندمرحله‌ای، تعداد دو کلاس هرکدام با ظرفیت 28 دانش‌آموز به‌صورت تصادفی به گروه‌های آزمایش و کنترل اختصاص یافتند. هر دو گروه به مدت یک نیمسال تحصیلی و در 15 جلسه در معرض آموزش قرار گرفتند. آموزش برای گروه آزمایش با استفاده از روش آموزش معکوس، و برای گروه  کنترل با روش مرسوم و غیر معکوس ارائه شد. عملکرد تحصیلی یادگیرندگان با استفاده از نمرات آن‌ها در آزمون کتبی عملکردی درس علوم، و انگیزش به دوره با استفاده از پرسشنامه انگیزش دوره کلر مورد سنجش قرار گرفت. یافته‌ها با استفاده از آزمون‌های آمار توصیفی، و آمار استنباطی به روش تحلیل کوواریانس، و توسط نرم‌افزار spss نسخه 22 تحلیل شد. نتایج نشان داد که آموزش به روش معکوس تاثیر مثبتی بر عملکرد تحصیلی و انگیزش یادگیرندگان به دوره آموزشی دارد. به‌طورکلی، آموزش به روش معکوس یک روش نوین برای آموزش و یادگیری در عصر دیجیتال است که می‌تواند باعث تسهیل و بهبود یادگیری شود.

measuring the effectiveness of flipped instruction method on students’ academic performance and motivation

the current research was conducted with the aim of measuring the effectiveness of flipped instruction on students’ academic performance and motivation. flipped instruction is defined as a pedagogical approach in which traditional classroom activities and students’ homework are done in reverse. in this educational approach, the basic concepts and content to be learned are often provided to the learners through the capabilities and technologies of electronic learning before entering the class, and the classroom time is dedicated to doing homework and applying and deepening students’ learning. in this research, a semi-experimental research method with a pre-test-post-test design with a control group was used. the statistical population of this research included all fourth-grade male students of public schools in the 18th district of tehran, including 21 schools. using the multi-stage cluster sampling method, two classes each with a capacity of 28 students were randomly assigned to experimental and control groups. both experimental and control groups were trained for one semester (15 weeks). for the experimental group, instruction was provided by using the flipped instruction method and for the control group by using the conventional and non-flipped method. the students’ academic performance was measured by using their scores in the functional written test of the science course, and their motivation to the course was measured by using the keller’s course motivation questionnaire. this questionnaire includes 36 items and the range of scores obtained by each person is from 36 to 180. answers to the questions are designed using a 5-point likert scale ranging from false (score 1) to completely true (score 5). items 3, 7, 12, 15, 19, 22, 26, 29, 31, and 34 are scored in reverse. the higher score showed the higher learner’s motivation towards the course and instructional materials, and the lower score showed the lower motivation towards the course and instructional materials. zandi et al. (2016) reported the reliability of this tool using cronbach’s alpha 0/70. the findings analyzed using descriptive statistics and covariance analysis and done by spss software. the results of covariance analysis showed that there is a significant difference (f=183.77, p<0.01) between the scores of the experimental and control groups in the academic performance in the science course. the obtained eta coefficient of 0.593 means that about 59% of the variance of the students’ academic performance scores in the science course is related to group membership and as a result of using the flipped instruction technology. also, by referring to the average pre-test and post-test scores of the experimental and control groups, it is clear that the flipped instruction method has more effectiveness on academic performance than the conventional and non- flipped method. in this regard, it seems that by receiving instructional materials electronically and before the face-to-face part of the classroom, the learners have had enough opportunity to engage with the content and focus and reflect on the expected learning activities. then, by participating in the face-to-face classroom and discussing and exchanging ideas with their classmates and with the guidance and facilitating of the teacher, as well as by doing homework related to the subject of learning in a cooperative and collaborative manner, and then receiving the necessary feedback from the class, learners have been able to understand and improve and complete their understanding of learning content.also, the results of covariance analysis showed that there is a significant difference (f=0.001, p<0.01) between the scores of the experimental and control groups in motivation to the course in science.