The effectiveness of flipped classroom on academic optimism and test anxiety of elementary students

on academic optimism and test anxiety of elementary students. The research method was experimental with pre-test-post-test design and experimental and control groups. The The aim of this study was to investigate the effectiveness of the flipped classroom approach statistical population of this study included the students of Zahd school of Zahab village and Malek Ashtar school of Chah Daraz village of Birjand city who have been studyingstudied in the ۲۰۲۰- ۲۰۲۱ academic year. The statistical samples in this study were ۲۲ fourth grade elementary students, which included ۱۱ students (۵ girls and ۶ boys) in the experimental group and ۱۱ students (۴ girls and ۷ boys) in the control group. In this study, the available sampling method was used. The research instruments were Tschannen-Moran Academic Optimism Questionnaire and Sarason Exam Anxiety Questionnaire which was first pre-tested on both experimental and control groups and then just the experimental group was trained with the flipped classroom approach. At the end, post-test was performed for both groups. The obtained data were analyzed using one-way analysis of covariance (ANOCOVA) and multivariate analysis (MANOCOVA). The results showed that the flipped classroom approach had a positive and significant effect on increasing academic optimism and reducing students' exam anxiety. The results of this research can be useful in developing educational programs for students.

Keywords:

Flipped Classroom , Exam Anxiety , Academic Optimism , Confidence , learning.