Efforts to deepen learning in Flipped Classroom through DISC Personality Test, Scaffolding, and Educational Content

Elham Azadegan ¹ ( Department of Mathematics, Faculty of Quantum Convergence Sciences and Technologies, Karaj Branch, Islamic Azad University, Karaj, Iran )

Submited date : 2025-10-04 Accepted date : 2025-11-21

Keywords: Mental processing, Educational interactions, Moderator, Innovative strategy, Mediator,

Abstract :

Objective: This study (2023–2025) aimed to achieve deeper learning and introduce an innovative strategy in the Flipped Learning method, using the DISC personality test, scaffolding, and educational content.

Methods: This research is a Post-event Descriptive-analytical study. The statistical population included 89 Computer Science students of Islamic Azad University, Science and Research Branch, Tehran, in three General Mathematics II classes. The research variables included pretest, personality, engagement, class exercises, mathematical mental processing before and after scaffolding, extra and starred extra exercises, and exam paper. The standardized version of the DISC questionnaire with established reliability and validity was used to identify personality. Two instructor-designed Rubrics with reliability and validity confirmed by expert review were used to assess student engagement and performance in exams and exercises. Data analysis was performed using SPSS software.

Findings: The findings showed that nonlinear relationships exist among all research variables, except for the pretest and personality, with some variables acting as moderators or mediators in certain cases.

Conclusion: The results showed that, except for the pretest and personality variables, the other factors had a significant impact on enhancing the quality and depth of learning. Ultimately, a systematic model was proposed to improve concept understanding, enhance educational interactions, and reduce unexcused absences.

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