Technology of Education Journal (TEJ)

Quarterly Publication

Current Issue

By Issue

By Author

By Subject

Author Index

Keyword Index

About Journal

Authorship

Aims and Scope

Editorial Staff

Related Links

FAQ

News

Regulations

Publication fees

Paper Preparation Guide

Forms

Peer Review Policy

Reviewers

Publons Membership and Review Guide

Comparing the effectiveness of flipped teaching and teaching metacognitive strategies in science lessons on students' self-efficacy

Document Type : Original Research Paper

Authors

1 Department of educational psychology, Faculty of Humanities, Islamic Azad University, Arak branch, Arak, Iran

2 Department of Education Studies, Educational Research and Planning Organization, Tehran, Iran

Abstract

Background and Objectives: Today, education in schools requires the use of methods that make learning enjoyable and effective for students. On the other hand, applying the suggestions and paying attention to the results of this research can change the attitude of teachers, planners, and educational policy makers towards using more and more targeted new approaches in education. This research aims to compare the effectiveness of reverse education and teaching strategies. Metacognition was taught to check its effect on students' self-efficacy in science.
Methods: The research method was a quasi-experimental pre-test and post-test type with a control group in terms of practical purpose and in terms of data collection method. The statistical population was all the female students of the first year of high school in the 1st district of Karaj in 2021. According to the entry and exit criteria in the study, 45 people were selected based on Cochran's formula and based on the purposeful sampling method and were randomly divided into three groups. The tools used in this research were Scherer's self-efficacy questionnaire (1986). First, the selected students were divided into three equal groups and based on the random method, one group was identified as the first experimental group, the second group as the second experimental group, and the third group as the control group. In the pre-test phase, the dependent variable (self-efficacy in this study) was checked in all three experimental groups, the second experimental group and the control group. The independent variable (reversal training) was implemented in the first experimental group and the training of metacognitive strategies in the second experimental group, and the control group received no training. In the post-test phase, the dependent variable (self-efficacy) was checked in all three groups of the first experiment, the second experiment and the control group, and in the follow-up phase, one month after the post-test phase, the dependent variables (self-efficacy) was checked in both experimental groups. Descriptive statistics were used to analyze the data and inferential statistics were used to test the research hypotheses.
Findings: There is a difference between the effectiveness of reverse education and the teaching of metacognitive strategies in science lessons on students' self-efficacy. The effect of flipped teaching in increasing the self-efficacy of students in science lessons has a good stability over time. The effect of teaching metacognitive strategies in increasing the self-efficacy of students in science lessons has a good stability over time.
Conclusion: According to the findings of the present research, it can be concluded that flipped teaching and training of metacognitive strategies are effective in improving self-efficacy. Also, the teaching of metacognitive strategies in increasing students' self-efficacy in science lessons has a good stability over time. The effect of reverse education in increasing students' self-efficacy in science lessons has a good stability over time. It is suggested to investigate the effect of the flipped classroom teaching method on other variables such as the reduction of learned helplessness, problem solving skills, etc. in other courses and levels of study. On the other hand, it is suggested that the Ministry of Education and Culture hold educational workshops and in-service classes to reduce the traditional norms of teachers in order to inform them of the effectiveness of the reverse learning approach and educational platforms. Also, according to the technological infrastructure of this approach, educational content production workshops should be held for teachers.

Keywords

Main Subjects

COPYRIGHTS 
©2023 The author(s). This is an open access article distributed under the terms of the Creative Commons Attribution (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, as long as the original authors and source are cited. No permission is required from the authors or the publishers. 

References
[1] Rafiola R, Setyosari P, Radjah C, Ramli M. The effect of learning motivation, self-efficacy, and blended learning on students’ achievement in the industrial revolution 4.0. International Journal of Emerging Technologies in Learning (iJET). 2020; 15(8): 71-82.
[2] Dogan U. Student engagement, academic self-efficacy, and academic motivation as predictors of academic performance. The Anthropologist. 2015; 20(3): 553-61.
[3] Pekrun R, Goetz T, Frenzel AC, Barchfeld P, Perry RP. Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary educational psychology. 2011; 36(1): 36-48.
[4] Artino Jr AR, Jones II KD. Exploring the complex relations between achievement emotions and self-regulated learning behaviors in online learning. The Internet and Higher Education. 2012; 15(3): 170-5.
[5] Goetz T, Cronjaeger H, Frenzel AC, Lüdtke O, Hall NC. Academic self-concept and emotion relations: Domain specificity and age effects. Contemporary Educational Psychology. 2010; 35(1): 44-58.
[6] Beck JW, Schmidt AM. Negative relationships between self-efficacy and performance can be adaptive: The mediating role of resource allocation. Journal of Management. 2018; 44(2): 555-88.
[7] Sirigatti S, Penzo I, Giannetti E, Casale S, Stefanile C. Relationships between humorism profiles and psychological well-being. Personality and Individual Differences. 2016; 90: 219-24.
[8] Beitel M, Bogus S, Hutz A, Green D, Cecero JJ, Barry DT. Stillness and motion: An empirical investigation of mindfulness and self-actualization. Person-Centered & Experiential Psychotherapies. 2014; 13(3): 187-202.
[9] Davidson WB, Bromfield JM, Beck HP. Beneficial academic orientations and self-actualization of college students. Psychological reports. 2007; 100(2): 604-12.
[10] Shutenko E. Motivational and conceptual aspects of students’ self-fulfillment in university education. Procedia-Social and Behavioral Sciences. 2015; 214: 325-31.
[11] Mir Darikivand F. Haji Hussein Nazhad G, Ali Asgari M, Adib Manesh A. The effect of active teaching method academic prefomance in science: The case of 3rd grade junior high school students in Andimeshk. Reaearch in Curriculum Planning. 2016; 12: 20.
[12] Polat H, Karabatak S. Effect of flipped classroom model on academic achievement, academic satisfaction and general belongingness. Learning Environments Research. 2022; 25(1): 159-82.
[13] Cheng L, Ritzhaupt AD, Antonenko P. Effects of the flipped classroom instructional strategy on students’ learning outcomes: A meta-analysis. Educational Technology Research and Development. 2019; 67(4): 793-824.
[14] Muhid A, Amalia ER, Hilaliyah H, Budiana N, Wajdi MB. The Effect of Metacognitive Strategies Implementation on Students' Reading Comprehension Achievement. International Journal of Instruction. 2020; 13(2): 847-62.
[15] Nückles M, Hübner S, Dümer S, Renkl A. Expertise reversal effects in writing-to-learn. Instructional Science. 2010; 38(3): 237-58.
[16] Ahmadabadi A, Zeinabadi HR, Ostadrahimi M. The effect of flipped teaching methods in comparison with cooperative, inquiry and speech methods on learning experimental sciences for sixth grade elementary students. Research in Teacher Education (RTE). 2021; 4(1).
[17] Bahmani M, Javadipour M, Hakimzade R, Salehi K, Alavi Moghaddam SB. Evaluating the rate of engagement and academic achievement of high school students by using flipped classroom instruction. Journal of Applied Psychological Research. 2017; 8(2): 35-49.
[18] Piri MO, Sahebyar H, Sadollahi A. The effect of flipped classroom on self-directed learning in English language classescourse. Technology of Education Journal (TEJ). 2018; 12(2): 141-8.
[19] Joshaghan Nejhad F, Bagheri M. The effect of flipped-classroom on students’ achievement motivation and learning in computer course. Research in Curriculum Planning. 2018; 15(58): 95-107.
[20] Badeleh A, Izadikhah E. Comparison of Second Grade Female Students’ Amount of Learning and Retention of Sciences Lesson through the Webquest, Mobile and Flipped Training Methods. New Educational Approaches. 2019; 14(2): 21-44.
[21] Zainuddin Z, Halili SH. Flipped classroom research and trends from different fields of study. International review of research in open and distributed learning. 2016; 17(3): 313-40.
[22] Wasserman NH, Quint C, Norris SA, Carr T. Exploring flipped classroom instruction in Calculus III. International Journal of Science and Mathematics Education. 2017; 15(3): 545-68.
[23] Chou LY. The effect of flipped classroom on self-efficacy and satisfaction of computer auditing. International Conference on Innovative Mobile and Internet Services in Ubiquitous Computing. 2017; 10: 841-845.
[24] Park S, Kim NH. University students’ self-regulation, engagement and performance in flipped learning. European Journal of Training and Development. 2021; 5.
[25] Pellas N. The influence of computer self-efficacy, metacognitive self-regulation and self-esteem on student engagement in online learning programs: Evidence from the virtual world of Second Life. Computers in Human Behavior. 2014; 35: 157-70.
[26] Margolis H, McCabe PP. Improving self-efficacy and motivation: What to do, what to say. Intervention in school and clinic. 2006; 41(4): 218-27.
[27] Nouri J. The flipped classroom: for active, effective and increased learning–especially for low achievers. International Journal of Educational Technology in Higher Education. 2016; 13(1): 1-0.
Send comment about this article
CAPTCHA Image
Technology of Education Journal (TEJ)
Volume 17, Issue 1 - Serial Number 65
January 2023
Pages 197-208
Files
History
  • Receive Date: 16 May 2022
  • Revise Date: 30 July 2022
  • Accept Date: 05 September 2022
Share
How to cite
Statistics