Study of The effectiveness of flipped learning on reflective thinking of second grade high school students in Math

Subject Areas : Creativity and innovation from psychological, epistemological, educational and pedagogical

Hafez Sahebyar ¹ , Golamreza Golmohammednezhad ² , Isa Barghi ³

1 - Department of Educational Sciences, Faculty of Education and Psychology, Azarbaijan University of Shahid Madani, Tabriz, Iran
2 - Department of Educational Sciences, Faculty of Education and Psychology, Azarbaijan University of Shahid Madani, Tabriz, Iran
3 - Department of Educational Sciences, Faculty of Education and Psychology, Azarbaijan University of Shahid Madani, Tabriz, Iran

Received: 2018-11-06 Accepted : 2019-06-08 Published : 2019-06-20

Keywords: reflective thinking, flipped learning, Learning math,

Abstract :

The purpose of this study was to determine the effectiveness of flipped learning strategy on improving reflective thinking and all components of them in second grade high school male students in Math. The research method was semi-experimental with pre-test and post-test with a control group. And the statistical population of this study are all second grade high school male students in Ahar city in the academic year of 1396-1397; among them, samples of 46 were selected by cluster sampling method and randomly divided into two groups of experimental and control. Data were gathered using Kember and Leyong(2000) questionnaire. Initially, questionnaire was run as Pretest on both groups(experimental and control). Then, the experimental group was subjected to flipped learning strategy; and the control group was Traditional learning in mathematics course for 13 sessions. After completion of educational sessions, both Post-test groups were performed. Data were analyzed using descriptive and inferential statistics(multivariate covariance analysis). The results of the analysis of covariance showed that the flipped learning strategy was effective on reflective thinking. Also, based on the results, the effect of flipped learning on all components of reflective thinking (habit action, understanding, reflection, and critical reflection) is positive and meaningful.

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