Effectiveness of Flipped Learning on Academic Emotions in Arak University Students

Publish Year: 1401
نوع سند: مقاله ژورنالی
زبان: English
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JR_MEDIA-13-3_006

تاریخ نمایه سازی: 6 آذر 1401

Abstract:

Background: Positive and negative academic emotions serve a significant mediating role in motivating learners throughout the teaching process. Understanding what teaching methods can influence academic emotion can help teachers improve students’ learning quality. Therefore, the present study was carried out to investigate the effectiveness of flipped learning on students’ academic emotion in the university course ‘History of Islam’.Methods: This quasi-experimental study entailed a pre-test and a post-test with a control group. The population of the study included all undergraduate students of Arak University in the course ‘History of Islam’ in ۲۰۲۲, who were randomly divided into control and experimental groups. The sample size was estimated to be ۳۳ for each group. There were ۳۳ participants in the control group and the experimental groups, respectively. The control group was trained conventionally by lectures and the experimental group was trained through flipped learning. The data collection instrument was Academic Emotions Questionnaire presented by Pekrun et al. (۲۰۰۶). The content validity of Pekrun’s (۲۰۰۶) Academic Emotions Questionnaire was confirmed by five members of the faculty of Psychology. In addition, the questionnaire’s internal consistency which was estimated through Cronbach’s alpha turned out to be ۰.۷۲. Analysis of covariance was used to analyze the dataResults: The participants in the two groups were girls, and their field of study was Psychology. The average age of the experimental group was ۲۳.۲۲ (SD=۱.۵۴), and that of the control group was ۲۳.۴۳ (SD=۱.۵۸). They also indicated that flipped learning had a significant effect on boredom (P=۰.۰۰۷), and anger (P=۰.۰۳۶), and had no significant effect on enjoyment (P=۰.۰۵۴), hope (P=۰.۶۵۵), pride (P=۰.۸۷۸), shame (P=۰.۱۴۷), and anxiety (P=۰.۴۲۳).Conclusions: According to the findings, given that flipped learning have a significant effect on students ‘academic emotion, and given that academic emotion—as a mediating variable—can affect students’ learning, it is recommended that university faculty members apply this approach in their classes

Authors

Morteza Hasaniniasab

Department of Islamic Studies, Arak University, Arak, Iran

Mohsen Nazarifar

Departemant of Psychology and Counseling, Arak University, Arak, Iran

Sirus Mansoori

Department of Education, Arak University, Arak, Iran

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