Document Type : Original Article
Authors
1 Department of Psychology, Payame Noor University, Tehran, Iran
2 Department of Sociology, Payame Noor University, Tehran, Iran
Abstract
The current study aims to investigate the impact of the flipped classroom on creativity, accountability, and math anxiety among female elementary students. This quasi-experimental research employed a pretest-posttest control group design. The statistical population for this study encompassed all female elementary students in Isfahan, Iran, during the first semester of the academic year 2021-2022. The convenience sampling method was utilized to select 30 students who were then divided into experimental and control groups (n = 15 per group). The experimental group received 16 online sessions using the flipped classroom approach, while the control group continued with regular educational practices at the same time. The research instruments consisted of the Home–School Accountability Questionnaire, Standard Creativity Scale, and Math Anxiety Scale. Analysis of covariance was employed for inferential analysis. The results revealed that the flipped classroom approach yielded positive effects on creativity (F = 6.15, p < 0.05, η² = 0.18), accountability (F = 6.75, p < 0.05, η² = 0.20), and math anxiety (F = 4.74, p < 0.05, η² = 0.15).
Keywords
Main Subjects
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Harris, A. D., McGregor, J. C., Perencevich, E. N., Furuno, J. P., Zhu, J., Peterson, D. E., & Finkelstein, J. (2006). The use and interpretation of quasi-experimental studies in medical informatics. Journal of the American Medical Informatics Association: Journal of the American Medical Informatics Association, 13(1), 16–23. https://doi.org/10.1197/jamia.M1749
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Jerrim, J., & Sims, S. (2022). School accountability and teacher stress: international evidence from the OECD TALIS study. Educational Assessment, Evaluation and Accountability, 34(1), 5-32. https://doi.org/10.1007/s11092-021-09360-0
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Tsai, M.-N., Liao, Y.-F., Chang, Y.-L., & Chen, H.-C. (2020). A brainstorming flipped classroom approach for improving students’ learning performance, motivation, teacher-student interaction and creativity in a civics education class. Thinking Skills and Creativity, 38, 100747. https://doi.org/https://doi.org/10.1016/j.tsc.2020.100747
Kordlou, M. (2011). Investigating factors affecting the responsibility of high school adolescents at home and at school. Journal of School Health, 13, 1-8.
Liu, L. (2022). The contribution of the flipped learning environment to value perception and controllability of classroom activities as antecedents of learners' anxiety: A control-value approach. Frontiers in Psychology, 13, 1000710. https://doi.org/10.3389/fpsyg.2022.1000710
Lo, C. K., & Hew, K. F. (2021). Student engagement in mathematics flipped classrooms: Implications of journal publications from 2011 to 2020. Frontiers in Psychology, 12, 672610. https://doi.org/10.3389/fpsyg.2021.672610
Mili, S., & Winch, C. (2019). Teaching through textbooks: Teachers as practitioners of a discipline? Theory and Research in Education, 17(2), 181-201. https://doi.org/10.1177/1477878519862547
Mohammadi, M., Bagheri, M., Jafari, P., & Bazrafkan, L. (2020). Motivating medical students for social accountability in medical schools. Journal of Advances in Medical Education & Professionalism, 8(2), 90-99. https://doi.org/10.30476/jamp.2020.84117.1128
Naderi Dehsheykh, M., Hafezi, F., & Dashtbozorgi, Z. (2021). Relationship of students’ math anxiety with their optimism and perceived classroom structure, mediated by mathematics attitudes. Iranian Journal of Learning & Memory, 4(15), 69-76. https://journal.iepa.ir/article_143897.html
Nguyen, L. T., Kanjug, I., Lowatcharin, G., Manakul, T., Poonpon, K., Sarakorn, W., … Tuamsuk, K. (2022). How teachers manage their classroom in the digital learning environment - experiences from the University Smart Learning Project. Heliyon, 8(10), e10817. https://doi.org/10.1016/j.heliyon.2022.e10817
Niyaie, S., Imanzadeh, A., & Vahedi, S. (2021). The effectiveness of flipped teaching on math anxiety and math performance in 5th grade students. Technology of Education Journal, 15(3), 419-428. https://doi.org/10.22061/tej.2020.5908.2303
Nouri, J. (2016). The flipped classroom: For active, effective and increased learning – especially for low achievers. International Journal of Educational Technology in Higher Education, 13(1), 33. https://doi.org/10.1186/s41239-016-0032-z
Ordofa, B., & Asgedom, A. (2022). School accountability and its relationship with learning outcomes: A systematic literature review. Social Sciences & Humanities Open, 6(1), 100358. https://doi.org/https://doi.org/10.1016/j.ssaho.2022.100358
Oudbier, J., Spaai, G., Timmermans, K., & Boerboom, T. (2022). Enhancing the effectiveness of flipped classroom in health science education: a state-of-the-art review. BMC Medical Education, 22(1), 34. https://doi.org/10.1186/s12909-021-03052-5
Parvaneh, H., Zoghi, M., & Asadi, N. (2020). Flipped classroom approach: Its effect on learner autonomy and language anxiety of Iranian EFL learners. Journal of Foreign Language Research, 10(2), 330-347. https://doi.org/10.22059/jflr.2020.291793.698
Persky, A. M., & McLaughlin, J. E. (2017). The flipped classroom - from theory to practice in health professional education. American Journal of Pharmaceutical Education, 81(6), 118. https://doi.org/10.5688/ajpe816118
Razm, F., Hafezi, F., Marashian, F. S., Naderi, F., & Dashtbozorgi, Z. (2021). Effectiveness of flipped teaching and problem-solving methods on problem-solving ability and sense of responsibility among female high school students. Iranian Journal of Learning & Memory, 3(12), 31-38. https://doi.org/10.22034/iepa.2021.281955.1264
Sadeghi, R., & Heshmati, H. (2019). Innovative methods in teaching college health education course: A systematic review. Journal of Education and Health Promotion, 8, 103. https://doi.org/10.4103/jehp.jehp_357_18
Saemi, H., Goli, M., & Younesian, A. (2014). The effectiveness of an emotional intelligence training program and its components on the creativity and academic achievement of high school students. International Journal of School Health, 1(1), 1-5. https://doi.org/10.17795/intjsh-20179
Shirani Bidabadi, N., Nasr Isfahani, A., Rouhollahi, A., & Khalili, R. (2016). Effective teaching methods in higher education: Requirements and barriers. Journal of Advances in Medical Education & Professionalism, 4(4), 170-178.
Staddon, R. V. (2022). A supported flipped learning model for mathematics gives safety nets for online and blended learning. Computers and Education Open, 3, 100106. https://doi.org/https://doi.org/10.1016/j.caeo.2022.100106
Tien, L. C., Lin, S. Y., Yin, H., & Chang, J. C. (2020). The impact of a flipped classroom on the creativity of students in a cake decorating art club. Frontiers in Psychology, 11, 533187. https://doi.org/10.3389/fpsyg.2020.533187
Tsai, M.-N., Liao, Y.-F., Chang, Y.-L., & Chen, H.-C. (2020). A brainstorming flipped classroom approach for improving students’ learning performance, motivation, teacher-student interaction and creativity in a civics education class. Thinking Skills and Creativity, 38, 100747. https://doi.org/https://doi.org/10.1016/j.tsc.2020.100747
Urquiza-Fuentes, J. (2020). Increasing students’ responsibility and learning outcomes using partial flipped classroom in a language processors course. IEEE Access, 8, 211211-211223. https://doi.org/10.1109/ACCESS.2020.3039628
Zhao, X., & Yang, Y. (2023). Impact of social media-supported flipped classroom on English as a foreign language learners' writing performance and anxiety. Frontiers in Psychology, 13, 1052737. https://doi.org/10.3389/fpsyg.2022.1052737
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