بررسی تأثیر یادگیری معکوس بر یادگیری درس ریاضی در مقایسه با روش تدریس سنتی در دانش‌آموزان پایه ششم منطقه 14 شهر تهران

رضا  نعمتی کشتلی; علی اکبر حامدی

Authors

Reza Nemati Keshteli MA Student, Department of Elementary Education, Tehran North Branch, Islamic Azad University, Tehran, Iran. Author https://orcid.org/0000-0001-6234-5862
Ali Akbar Hamedi Assistant Professor, Farhangian University (Shahid Chamran Campus), Tehran, Iran Corresponding author https://orcid.org/0000-0002-9888-8284

Keywords:

Flipped teaching method, flipped learning, Persian, flipped classroom

Abstract

This study aimed to investigate the effect of flipped learning, compared with traditional teaching, on mathematics learning and its components, including circle area, decimal division, multiplication and division of fractions, and ratio and proportion, among sixth-grade students in District 14 of Tehran. This applied quantitative study employed a quasi-experimental pretest–posttest design with a control group. The statistical population comprised 4,926 upper-primary students in District 14 of Tehran. Using multistage cluster sampling, 30 sixth-grade students were selected and randomly assigned to experimental and control groups, with 15 students in each group. Data were collected using teacher-made mathematics achievement tests. Content validity was confirmed by nine primary-school teachers and university specialists, while Cronbach’s alpha coefficients for the pretest and posttest were 0.825 and 0.879, respectively. Data were analyzed in SPSS version 26 using analysis of covariance (ANCOVA). ANCOVA results indicated that, after controlling for pretest performance, flipped learning significantly improved overall mathematics learning compared with traditional teaching (F=7.15, p=.001). Significant intervention effects were also found for circle area (F=7.15, p=.001), decimal division (F=7.52, p<.001), multiplication and division of fractions (F=7.71, p=.008), and ratio and proportion (F=6.27, p=.001). Thus, the main hypothesis and all four subsidiary hypotheses were supported, demonstrating a consistent advantage of flipped instruction across the mathematics topics examined. Flipped learning appears to be an effective instructional approach for improving mathematics learning among sixth-grade students. Shifting part of direct content delivery outside the classroom and devoting classroom time to practice, interaction, problem-solving, and corrective feedback may provide greater opportunities for active learning and consolidation of mathematical concepts. Accordingly, systematic incorporation of flipped learning into primary mathematics instruction, accompanied by appropriate teacher preparation, is recommended.

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