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Volume 23, Issue 143 (12-2024)
Journal of Psychological Science 2024, 23(143): 359-373 |
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hamzeh alvavi A R, ghalavandi H. (2024). Effects of Modern Educational Media–Based Instruction and Flipped Learning on Happiness Among Students with Speech Difficulties. Journal of Psychological Science. 23(143), 359-373. doi:10.61186/jps.23.143.359
URL: http://psychologicalscience.ir/article-1-2734-en.html
URL: http://psychologicalscience.ir/article-1-2734-en.html
Department of Educational Sciences, Urmia University, Urmia, Iran. , h.galavandi@urmia.ac.ir
Abstract: (27 Views)
Background: Students’ happiness is an important component of psychological well-being and is associated with the quality of learning and social interactions. Speech difficulties may affect students’ happiness by limiting classroom participation and communication with peers. However, the potential of modern educational media and flipped learning to promote happiness among students with speech difficulties requires further investigation.
Aims: This study aimed to examine the effects of modern educational media–based instruction and flipped learning on happiness among students with speech difficulties.
Methods: A quasi-experimental pretest–posttest design with a control group was employed. The study population comprised 2,400 elementary school students aged 10–12 years in Babol, Iran. Of these, 60 students were selected through purposive sampling and assigned to two experimental groups and one control group. Happiness was assessed using the Oxford Happiness Questionnaire (Hills & Argyle, 2002). The experimental groups received either modern educational media–based instruction (Mayer, 2021) or flipped learning (Bergmann & Sams, 2012), each delivered over ten sessions. Data were analyzed using multivariate analysis of covariance in SPSS version 26.
Results: After controlling for pretest scores, the analysis of covariance revealed a significant difference in happiness scores across the groups (p < .001). Pairwise comparisons indicated that both modern educational media–based instruction and flipped learning significantly improved happiness compared with the control group (p < .001). Furthermore, modern educational media–based instruction was more effective than flipped learning (p = .015).
Conclusion: Instructional approaches tailored to the communication needs of students with speech difficulties may contribute to their emotional well-being beyond academic learning. Flexible content delivery, varied opportunities for participation, and reduced pressure to provide immediate oral responses are potential mechanisms underlying these benefits. The relative advantage of modern educational media may also be attributable to interactive and multimedia learning opportunities aligned with individual abilities. Accordingly, the purposeful integration of these features into the design of supportive learning environments is recommended.
Aims: This study aimed to examine the effects of modern educational media–based instruction and flipped learning on happiness among students with speech difficulties.
Methods: A quasi-experimental pretest–posttest design with a control group was employed. The study population comprised 2,400 elementary school students aged 10–12 years in Babol, Iran. Of these, 60 students were selected through purposive sampling and assigned to two experimental groups and one control group. Happiness was assessed using the Oxford Happiness Questionnaire (Hills & Argyle, 2002). The experimental groups received either modern educational media–based instruction (Mayer, 2021) or flipped learning (Bergmann & Sams, 2012), each delivered over ten sessions. Data were analyzed using multivariate analysis of covariance in SPSS version 26.
Results: After controlling for pretest scores, the analysis of covariance revealed a significant difference in happiness scores across the groups (p < .001). Pairwise comparisons indicated that both modern educational media–based instruction and flipped learning significantly improved happiness compared with the control group (p < .001). Furthermore, modern educational media–based instruction was more effective than flipped learning (p = .015).
Conclusion: Instructional approaches tailored to the communication needs of students with speech difficulties may contribute to their emotional well-being beyond academic learning. Flexible content delivery, varied opportunities for participation, and reduced pressure to provide immediate oral responses are potential mechanisms underlying these benefits. The relative advantage of modern educational media may also be attributable to interactive and multimedia learning opportunities aligned with individual abilities. Accordingly, the purposeful integration of these features into the design of supportive learning environments is recommended.
Type of Study: Research |
Subject:
General
Received: 2024/12/11 | Accepted: 2024/12/21 | Published: 2024/12/25
Received: 2024/12/11 | Accepted: 2024/12/21 | Published: 2024/12/25
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This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)