Comparison of the Effectiveness of Training Based on Flipped Learning and Training Based on Participatory Learning on Academic Achievement, Academic Self-Regulation and Academic Engagement of Sixth Elementary School Students in Lamerd City.

Subject Areas : Tectonostratigraphy

seyedabdolhadi samavi ¹ (Lamerd County Education Department)
hojatalah javidi ² (university)
soltanali kazemi ³ (Islamic Azad University of Marvdasht)
hossein bagholi ⁴ (Faculty member)

Received: 2020-10-12 Accepted : 2021-05-09 Published : 2021-01-20

Keywords:

Abstract :

Introduction:The aim of this study was to compare the effectiveness of education based on flipped learning and education based on participatory learning on academic achievement, academic self-regulation and academic engagement of sixth grade elementary school students in Lamerd city.
Materials and Methods:The research method was applied in terms of purpose and quasi-experimental with a pre-test-post-test design with a control group. The members of the research sample were selected by available sampling method. Researcher-made academic evaluation test, Bofard self-regulatory scale, and Shuffle and Becker academic engagement scale were the measuring instruments of this study.
Findings:In general, one-way analysis of covariance for academic achievement scores (F = 19.83 and p = 0.001), academic self-regulation (F = 22.19 and p = 0.001) and academic engagement (F = 19.86).
Conclusion: education based on collaborative learning had a positive and significant effect on academic self-regulation and academic engagement, but did not have a significant effect on academic achievement

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