Comparing the effectiveness of exploratory teaching and reverse teaching in social studies on self-awareness skills, test anxiety and educational self-concept of female students

Subject Areas : Education

Tahereh Nekouian ^{1 *} , Fatemeh Mohamadi ² , مسعود نظرزاده ³ , tayebeh abdali ⁴

1 -
2 - Department of Psychology, Islamic Azad University, Abdanan, Iran
3 - دکترای روانشناسی تربیتی دانشگاه آزاد اسلامی شهرکرد
4 - garveh tarbit badani, amuzesh ve prorsh, ilam, iran

Received: 2024-12-07 Accepted : 2025-03-17 Published : 2025-05-16

Keywords: exploratory education, reverse education, self-awareness, exam anxiety,

Abstract :

Introduction: This study was conducted by comparing the effectiveness of inquiry-based teaching and flipped teaching in social studies lessons on self-awareness skills, test anxiety, and educational self-concept of female first-year high school students in the city of Abdanan.

research methodology: The applied research method was an experimental type and a quasi-experimental design with a pre-test-post-test design. In this study, the statistical population consisted of all female students of the first high school in Abdanan in the academic year 1402-1403in the social studies course, and using simple random sampling method, 45 students in this course were placed in three groups: experimental group 1: exploratory training, experimental group 2: flipped learning, and control group, and questionnaires were distributed for the pre-test. The research tools were the 33-question self-awareness questionnaire of Grant et al. (2002), the 23-question test anxiety questionnaire of Friedman (2002), the reverse training protocol of the 20-question educational self-concept questionnaire of Liu and Wang (2005), and the exploration training sessions. Data analysis was performed at the statistical level (0.05) using SPSS software.

Findings: The results using the analysis of covariance test showed that there is a difference between the effectiveness of inquiry-based teaching and flipped teaching in social studies lessons on self-awareness skills, test anxiety, and educational self-concept of female first-year high school students in Abdanan.

Conclusion: Inquiry-based and flipped learning have had an impact on self-awareness skills, test anxiety, and educational self-concept of first-year female middle school students in Abdanan, and this impact has continued in the follow-up phase.

References:

References
Abolghasemi A. (2019) Test anxiety: Causes, assessment and treatment. Journal of Psychological Research; 4:82-99. [Persian].
Abdurashitovna, A. S. (2020). The influence of motivation in the foreign language learning process. Наука и образование сегодня, 6-2 (53), 37-38.
Aditomo, A, Klieme, E. (2020). Forms of inquiry-based science instruction and their relations with learning outcomes: evidence from high and low-performing education systems. International Journal of Science Education, 42(4), 2-22.
Bergmann, J, &Sams, A. (2021). "How the flipped classroom is radically transforming learning". The Daily Riff. Retrieved from http://www.thedailyriff.com/articles/how-the-flipped-classroom-isradicallytransforming-learning-191.php.
Friesen, S., & Scott, D. (2020). Inquiry-based learning: A review of the research literature. Alberta Ministry of Education.
Goetz, T, Cronjaeger, H, Frenzel, A, Ludtke, O, & Hall, N. C. (2020). Academic self-concept and emotion relations: Domain specificity and age effects. Contemporary Educational Psychology, 35. pp. 44–58.
Huang, C. (2019). Self-concept and academic achievement: A meta-analysis of longitudinal relations, Journal of School Psychology, 49(5): 505-528.
Hosseini, Seyyed Adnan, Karimian, Nader, Hosami, Fateh and Mohammadi, Bashir. (1400). The effectiveness of teaching with an exploration model on the academic emotions of elementary students in the course of experimental sciences. Education and Learning Research (Behavioral Sciences), 16(1 (29)), 51-64. [Persian].
Jamshidi, H, Faqihi, a.r, & Yousefzadeh Chosari, Mr. (2021) Extracting the basic artistic features of the second year high school students' skills training curriculum.
Kashi, Giti, and Ardalan Moghadam, Pargol. (1402). Comparing the effectiveness of lecture and reverse teaching methods on awareness, attitude and performance. International conference of psychology, educational sciences and lifestyle. [Persian].
Keshtmand S. (2020). The Effectiveness of exploration skills training on academic achievement, creative and academic selfefficacy of sixth grade elementary students in
Maleki Avarsin, Sadegh and Mostafapour, Rosita. (1401). Investigating the effect of exploratory teaching method on the academic progress of experimental science course of fifth grade male students. Education and Evaluation (Educational Sciences), 8(29), 43-59. [Persian].
Mandler & Sarason.W.C. (2019), Treating generalized anxiety disorder: evidence-based strategies, tools, and techniques. New York: Guilford Press.
Mohamed, I. B. & Aron, A. C. M. (2017). Interest in mathematics and academic achievement of high school students in Chennai district. International Journal of Innovative Science and Research Technology, 2(8), 260 – 265.
Pekrun, R, Goetz, T, Titz, W, & Perry, R. P. (2022). Academic emotions in students’ selfregulated learning and achievement: a program of qualitative and quantitative research. Educational psychologist, 37(2). pp. 91–105.
Phan, H.P. (2020). “Critical thinking as a self-regulatory process component in teaching and learning”. Psicothema, 22(2): 284-292.
Radfer, T. (2018). “Hamidi, Fazel; Lorestani, Fariborz; Mirzaei, The Definitive Experimental Guide to Life Skills for Adolescents”. Tehran: Vetrans, Institute of Medical and Trans Research.
Sarason, I. G. (1981). Test anxiety, stress, and social support. Journal of Personality, 49(1), 101-114.
Sarpol-e Zahab, M.Sc. Thesis, Payame Noor University, Kermanshah, Payame Noor Center, Kermanshah.
Serafína, C; Dostala, J. and Havelkaa, M. (2019). “Inquiry-Based Instruction in The Context of Constructivism. 5th World Conference on Learning, Teaching and Educational Leadership”. Journal Social and Behavioral Sciences, 186 (1): 592- 599.
Vierhaus, M, Lohaus, A, & Wild, E. (2019). The development of achievement emotions and coping/emotion regulation from primary to secondary school. Learning and Instruction, 42. pp. 12-21.
Yarmohammadi Vasil, Moseib, Zoghi Paydar, Mohammadreza, and Mohammadi, Abbas. (2019). The effect of exploratory teaching on the cognitive processes of critical thinking, analysis, inference, evaluation, deductive and inductive reasoning. Cognitive strategies in learning, 5(8), 79-92. [Persian].
Zarrabian, Forozan and Afsana Azizi (2019) The effect of two methods of teaching-combined learning (traditional and mobile phone) on the progress motivation of ninth grade students, research in curriculum planning, second term, no. [Persian].