Document Type : Original Research Paper
Authors
1 Department of Human Sciences, Faculty of Human sciences, Arak University, Arak, Iran
2 Assistant Professor, Faculty of Humanities, Department of Educational Sciences, Arak University, Arak, Iran
Abstract
Background and Objectives: In recent decades, the expansion of innovative educational technologies has profoundly transformed teaching–learning practices and has drawn the attention of researchers and educators to active, learner-centred approaches. Among these, the flipped classroom, by shifting direct instruction from the classroom to outside the school environment, provides more opportunities for interaction, practice, and critical thinking during class time. On the other hand, micro learning, by delivering content in short, purposeful, and accessible segments, enables gradual and personalized learning while helping to reduce cognitive load. Despite the growing use of these two approaches in advanced educational systems, there is still insufficient empirical evidence regarding their relative effectiveness on different dimensions of learning at lower educational levels. Since student engagement is recognized as a key indicator of academic success and sustained learning—encompassing cognitive, emotional, and behavioral dimensions—examining the impact of innovative teaching methods on engagement can offer valuable insights for improving the quality of education in elementary schools.
Methods: This study employed a quasi-experimental design with a pre-test-post-test control group. The statistical population comprised all female second-grade elementary school students in public schools in Arak city during the academic year 2023-2024. From this population, a convenience sample of 105 students was selected from a girls’ elementary school and randomly assigned to three groups (flipped classroom, micro learning, and control). The research instruments included the standardized Reeve’s Academic Engagement Scale and the Cognitive Load Questionnaire by Paas and Van Merriënboer. The educational intervention was conducted over 8 weeks, during which the flipped classroom group utilized pre-class instructional videos and interactive in-class activities, and the microlearning group benefited from short digital instructional content and supplementary sessions. The control group received traditional instruction. Data were analyzed using descriptive and inferential statistical methods (analysis of covariance).
Findings:. Examination of statistical assumptions indicated that the necessary conditions for conducting the analysis of covariance (ANCOVA) were met. The results revealed a statistically significant difference between the groups in total academic engagement post-test scores after adjusting for the pre-test effect [F(2, 100)=17.85, p<0.001, η²=0.26]. Pairwise comparisons demonstrated that micro learning yielded superior performance compared to both the flipped classroom and the control group across all dimensions of academic engagement (cognitive, emotional, and behavioral), as well as in reducing cognitive load [F(2, 100)=39.52, p<0.001, η²=0.44] (p<0.05). A follow-up test three months later confirmed the sustained superiority of micro learning. While the flipped classroom also showed an advantage over the traditional method, its effectiveness was lower compared to micro learning.
Conclusion: The results of this study revealed that micro learning, due to its flexible structure, gradual delivery of content, and effectiveness in reducing cognitive load, can serve as a highly efficient instructional strategy for enhancing cognitive, emotional, and behavioral engagement among elementary school students. These findings highlight the importance of considering instructional design principles tailored to learners’ cognitive and developmental characteristics and suggest that integrating micro learning with conventional teaching methods can significantly improve the quality of teaching and learning processes. Moreover, the study underscores the necessity of teacher training and professional development in designing and implementing micro learning content. Familiarity with the principles of this approach can enable teachers to make creative use of educational technologies, foster students’ academic motivation, and enhance their active participation in the classroom. Accordingly, it is recommended that educational policymakers and school administrators promote the effective application of micro learning by offering in-service training programs, specialized workshops, and capacity-building initiatives for teachers. Employing this approach has the potential to improve not only learning outcomes in science education but also in other subjects and instructional contexts.
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© 2025 The Author(s). This is an open-access article distributed under the terms and conditions of the Creative Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) (https://creativecommons.org/licenses/by-nc/4.0/)
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