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Volume 21, Issue 120 (11-2022)
Journal of Psychological Science 2022, 21(120): 2347-2364 |
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Khazai A, Nili M R, Zaraii Zavaraki E, Delavar A. (2022). The effect of instructional package based on flipped learning on students’ meta cognition and problem solving skills. Journal of Psychological Science. 21(120), : 2 doi:10.52547/JPS.21.120.2347
URL: http://psychologicalscience.ir/article-1-1866-en.html
URL: http://psychologicalscience.ir/article-1-1866-en.html
Ph.D Candidate in Instructional Technology, Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran, Iran , azar.khazai@yahoo.com
Abstract: (1013 Views)
Background: students didn’t have the opportunity to engage in problem-solving and knowledge management activities in traditional teaching methods. So, it is essential to change the instructional approach in order to use the online resources and material that leads to creating modern techniques. One of the new methods is flipped learning, which improves basic skills.
Aims: The present study is aimed to determine the effectiveness of instructional packages based on flipped learning on students’ metacognition and problem-solving skills.
Methods: The method was semi-quasi with a pre-and post-test design. The statistical population was all students in Alashtar. It is chosen 60 students through simple probability sampling. The instruments were Haroldetil and Abedi’s metacognition questionnaire and a researcher-made problem-solving test. The control group was taught through traditional methods, and it is designed and developed an instructional package based on flipped learning for the experimental group the teacher and students’ activities are done in three stages: pre and during, and after class. Data were analyzed by multivariate and univariate analysis of covariance.
Results: There is a significant difference between the control and experimental group in meta cognition and problem-solving skill. (p<0.01). It means that the means in the experimental group is higher than the control group.
Conclusion: Based on the findings, it concluded that flipped class help in managing time appropriately, and training metacognition, and problem-solving skill. The teacher has more opportunities to concentrate on important issues and content and see more effective and deeper learning.
Aims: The present study is aimed to determine the effectiveness of instructional packages based on flipped learning on students’ metacognition and problem-solving skills.
Methods: The method was semi-quasi with a pre-and post-test design. The statistical population was all students in Alashtar. It is chosen 60 students through simple probability sampling. The instruments were Haroldetil and Abedi’s metacognition questionnaire and a researcher-made problem-solving test. The control group was taught through traditional methods, and it is designed and developed an instructional package based on flipped learning for the experimental group the teacher and students’ activities are done in three stages: pre and during, and after class. Data were analyzed by multivariate and univariate analysis of covariance.
Results: There is a significant difference between the control and experimental group in meta cognition and problem-solving skill. (p<0.01). It means that the means in the experimental group is higher than the control group.
Conclusion: Based on the findings, it concluded that flipped class help in managing time appropriately, and training metacognition, and problem-solving skill. The teacher has more opportunities to concentrate on important issues and content and see more effective and deeper learning.
Article number: 2
Type of Study: Research |
Subject:
General
Received: 2022/11/10 | Accepted: 2023/01/17 | Published: 2023/02/21
Received: 2022/11/10 | Accepted: 2023/01/17 | Published: 2023/02/21
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This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License. |
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)