Effects of Flipped Classroom on Creativity, Accountability, and Math Anxiety of Female Elementary Students

The current study aims to investigate the impact of the flipped classroom on creativity, accountability, and math anxiety among female elementary students. This quasi-experimental research employed a pretest-posttest control group design. The statistical population for this study encompassed all female elementary students in Isfahan, Iran, during the first semester of the academic year ۲۰۲۱-۲۰۲۲. The convenience sampling method was utilized to select ۳۰ students who were then divided into experimental and control groups (n = ۱۵ per group). The experimental group received ۱۶ online sessions using the flipped classroom approach, while the control group continued with regular educational practices at the same time. The research instruments consisted of the Home–School Accountability Questionnaire, Standard Creativity Scale, and Math Anxiety Scale. Analysis of covariance was employed for inferential analysis. The results revealed that the flipped classroom approach yielded positive effects on creativity (F = ۶.۱۵, p < ۰.۰۵, η² = ۰.۱۸), accountability (F = ۶.۷۵, p < ۰.۰۵, η² = ۰.۲۰), and math anxiety (F = ۴.۷۴, p < ۰.۰۵, η² = ۰.۱۵).

Keywords:

Flipped classroom , creativity , Accountability , Math Anxiety , Students