comparing the effectiveness of flipped and traditional teaching methods in problem-solving learning and self-determination among university students

Background: the flipped classroom model provides an ideal ground to convert a traditional classroom into an interactive environment based on problem-solving learning with a focus on university students’ self-determination. objectives: the present study aimed to investigate the effectiveness of flipped and traditional teaching methods in problem-solving learning and self-determination among university students. methods: the research method was experimental with a pretest-posttest design and a control group. the statistical population included all female students of farhangian university in ahvaz city in the academic year 2019. using a purposive sampling method, 36 students were selected and randomly divided into experimental and control groups (n = 18 per group). the research instrument included the problem-solving inventory (psi) and the basic psychological need satisfaction scale. the experimental group received the flipped teaching program during eight 120-min sessions once a week; however, the control group received the traditional teaching method. multivariate analysis of covariance (mancova), univariate analysis of covariance (ancova), and bonferroni post hoc tests were used to analyze the data. results: the posttest scores (mean ± sd) of problem-solving learning and self-determination were 83.77 ± 14.17 and 119.33 ± 13.79, respectively, in the experimental group, which were significantly different from the scores of the control group. the flipped classroom promoted problem-solving learning and components of self-determination among university students in the experimental group when compared to the control group (p = 0.01). the flipped teaching method was more effective than the traditional method in increasing problem-solving learning and self-determination among university students. conclusions: according to the findings, the flipped teaching method had greater impacts on students’ problem-solving and self-determination than had the traditional method.