The Effectiveness of Flipped Teaching on Female Students' School Bonding and Academic Emotions
Journal Title: Recent Innovations in Psychology - Year 2024, Vol 1, Issue 3
Abstract
The current study aimed to explore the effectiveness of the Flipped Teaching in enhancing female students' school bonding and academic emotions. Employing a quasi-experimental design, this study utilized a pre-test and post-test framework with control group. The research encompassed all seventh-grade female students from Mianshahr (Fars province, Iran) for the 2023-2024 academic year. Participants were randomly assigned into two groups: an experimental group (15 students) and a control group (15 students), selected via convenience sampling. Throughout 12 sessions, each lasting 60 minutes, the experimental group engaged with the Flipped Classroom methodology, while the control group did not receive any such intervention. Data collection instruments included the School Bonding Questionnaire (SBQ) and the Achievement Emotions Questionnaire (AEQ). Analytical procedures involved Multivariate Analysis of Covariance. Results indicated that the Flipped Classroom approach significantly enhanced school bonding (P<0.01) and positively influenced the academic emotions of the female students, fostering increased positive emotions and reducing negative ones (P<0.01). The findings suggest that the Flipped Classroom method is an effective educational strategy for strengthening students' connection to their school environment and enhancing their academic emotions.
Authors and Affiliations
Mahdiye Yahyanezhad; Afsaneh Marziyeh; Sajjad Kazemi
Keywords
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- EP ID EP762657
- DOI https://doi.org/10.22034/rip.2024.460662.1038
- Views 15
- Downloads 0
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