Document Type : Original Article
Authors
1 PhD student in educational psychology, Department of Psychology, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran
2 Department of Psychology, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran
3 Consulting Department, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran
Abstract
Considering the recent change in teaching methods from teacher-centered to student-centered, and the existence of a gap in student-centered education models, this research aimed to design a reverse learning model and investigate the effectiveness of the resulted educational program on the academic engagement and the sense of belonging to the school of the senior high school students. The research was developmental in nature, with a sequential exploratory mixed-method design adopting meta-synthesis and quasi-experimental approach. The research scope included all scientific articles and documents published from 2011 to 2021. The validity of the articles was checked via the CASP, the validity and reliability of the meta-synthesis was checked by the Laushe and the Scott’s pi tests respectively. Finally, to implement the educational intervention, 40 male and female senior high school students of Bukan were selected by standardized random sampling method and assigned to two groups of experimental and control. The research instruments included Rio's academic engagement questionnaire (2013), Brown and Evans' (2002) sense of belonging to school questionnaire as well as the researcher designed reverse learning package. Based on the meta-synthesis of the related studies, 4 categories, 8 concepts, and 23 codes for reverse learning were discovered, labeled, and confirmed based on which, a training package was designed and implemented in 10 sessions of 45 minutes. The results showed that reverse learning model has a positive and significant effect on students' academic engagement and belonging to school (sig<0.05).
Keywords
Main Subjects
Abbasi, M., Basiri, I., & Azadi, F. (2018). The role of using electronic content in facilitating, accelerating and stabilizing the learning of elementary school students. Journal of Research in Humanities Education, 4(13), 1-11.
Abdelrahman, R.M. (2020). Metacognitive awareness and academic motivation and their impact on academic achievement of Ajman University students. Heliyon, 6(9),e04192.
Abushammala, M. (2019).The effect of using flipped teaching in project management class for undergraduate students. Journal of Technology and Science Education, 9 (1), 41-50.
Alavi Moghadam, S. B., & Bahmani, M. (2018). Conceptualizing flipped learning. Foreign Language Education Development, 33(3), 9-19.
Bagheri, M., & Joshaghannejad, F. (2015). The effect of teaching in reverse method on self-directed learning readiness and students' learning in introductory computer courses. Curriculum Technology Quarterly, 1(1), 49-61.
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Washington DC: International Society for Technology in Education.
Bergmann, J., & Sams, A. (2014). Flipped learning: Gateway to student engagement. International Society for Technology in Education.
Abdelrahman, R.M. (2020). Metacognitive awareness and academic motivation and their impact on academic achievement of Ajman University students. Heliyon, 6(9),e04192.
Abushammala, M. (2019).The effect of using flipped teaching in project management class for undergraduate students. Journal of Technology and Science Education, 9 (1), 41-50.
Alavi Moghadam, S. B., & Bahmani, M. (2018). Conceptualizing flipped learning. Foreign Language Education Development, 33(3), 9-19.
Bagheri, M., & Joshaghannejad, F. (2015). The effect of teaching in reverse method on self-directed learning readiness and students' learning in introductory computer courses. Curriculum Technology Quarterly, 1(1), 49-61.
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Washington DC: International Society for Technology in Education.
Bergmann, J., & Sams, A. (2014). Flipped learning: Gateway to student engagement. International Society for Technology in Education.
Chan, K. K. (2015). Salient beliefs of secondary school mathematics teachers using dynamic geometry software. Eurasia Journal of Mathematics, Science & Technology Education, 11(1), 139-148.
Dasgheib, M. (2022). The effect of reverse learning on overcoming the fear of primary school students. The second national conference on future perspective in psychology and educational sciences, Shiraz.
David, C. D., Phielix, Ch., Janssen, J., & Kester, L. (2020). Self-regulated learning support in flipped learning videos enhances learning outcomes. Computers & Education, 158, 104000.
Dehaqhin, V., & Hejazi, E. (2018). Investigating the learning process and motivation in the flipped classroom: A review article. Development of Psychology, 8 (11),149-158.
DeLozier, S. J., & Rhodes, M. G. (2017). Flipped classrooms: A review of key ideas and recommendations for practice. Educational Psychology Review, 29(1), 141-151.
Dhir, A., & Alsumait, A (2013), Examining the educational user interface, technology and pedagogy for Arabic speaking children in Kuwait. Journal of Universal Computer Science, 19(7), 1003-1022.
Edarniya, S., & Dibai Saber, M. (2019). Examining the level of familiarity and use of reverse teaching among the faculty members of Shahid University. Teaching and Learning Research, 17(1), 101-111.
Ehteshami, M.R., Golzari, Z., & Fathi Varnosfadrani, L. (2018). Identifying the components of Farhangian University professors' professional development courses with a reverse learning approach: A qualitative study. Islamic Lifestyle with a focus on Health, 3.
Fautch, J. M. (2015). The flipped classroom for teaching organic chemistry in small classes: is it effective? Chemistry Education Research and Practice, 16(1), 179-186.
Fauzi, S. S. M., & Hussain, R. M. R. (2016). Designing instruction for active and reflective learners in the flipped classroom. Malaysian Journal of Learning and Instruction, 13(2), 147-173.
Farhamandgharbi, V., & Kazemi, Z. (1401). Examining the relationship between reverse learning, cooperative learning and strategic learning. The second national conference on future perspective in psychology and educational sciences, Shiraz.
Foot, H., & Howe, C. (1998). The psychoeducational basis of peer-assisted learning. Peerassisted Learning, 27-43.
Helgeson, J. (2015). Flipping the English Classroom. Kappa Delta PiRecord, 51(2), 64-68.
Huang, T. H., LIU, Y. Ch., & YU, P. Ch. (2016). The crucial influences of interpersonal relationships on learning motivation and performance in a cloud-based collaborative learning platform. Education Journal, 44(1), 133-157.
Hwang, G.J., Lai, C.L., & Wang, S.Y. (2015). Seamless flipped learning: A mobile technology- enhanced flipped classroom with effective learning strategies. Journal Coput Education, 15(3), 23- 35.
Izadi, S., Najaf Nejad, F., & Azizi Shamami, M. (2019). The effect of implementing the flipped classroom approach on academic achievement, learning motivation, sense of belonging, progress motivation and self-regulation compared to the traditional approach among sixth grade elementary school students. Teaching Research, 8(3), 253-282.
Johnson, G. B. (2013). Student perceptions of the flipped classroom.
Karcher, M.J. (2005). Connectedness and school violence: A framework for developmental interventions. In E.R. Gerler (ed.), Handbook of school violence. Binghamton, NY: Haworth Press.
Kaviani, H., Liaqhatdar, M., Zamani, B. E., & Abedini, Y. (2017). Representation of students' experiences of active learning in the flipped classroom: A phenomenological research. Information and Communication Technology Quarterly in Educational Sciences, 4(32), 111-138.
Kaviani, H., Liaqhatdar, M., Zamani, B. E., & Abedini, Y. (2018). Curriculum planning model in the flipped classroom: A synthesis of methods. The Bi-quarterly Journal of Theory and Practice in the Curriculum, 6 (11), 203-271.
Ke, F., & Carafano, P. (2016). Collaborative science learning in an immersive flight simulation. Computers & Education, 103, 114-123.
Kenna, D. C. (2014). A study of the effect the flipped classroom model on student self-efficacy (No. 1563865). [Doctoral dissertation, North Dakota State University]. ProQuest Dissertations Publishing.
Khalaf, B. K. (2018). Traditional and inquiry-based learning pedagogy: A systematic critical review. International Journal of Instruction,11(4), 545-564.
Kheirabadi, R. (2016). The effect of the flipped classroom strategy on the learning of the grammar section of the tenth grade English course. Educational Innovation Quarterly, 16(4), 141-162.
Kim, J.A., Heo, H.J., & Lee, H. (2015). Effectiveness of flipped learning in project management class. International Journal of Software Engineering and Its Applications, 9(2), 41-46.
Kong, S. C. (2014). Developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms: An experience of practicing flipped classroom strategy. Computers and Education, 78, 160-173.
Lee, S., Ping, R., Verezub, R.E., Adi Badiozaman, I. F., & Chen, W.S. (2020). Tracing EFL students’ flipped classroom journey in a writing class: Lessons from Malaysia. Innovations in Education and Teaching International, 57(3), 305-316.
Limueco, J., & Prudente, M. (2019). Flipped classroom enhances student's metacognitive awareness. Proceedings of the 10th International Conference on E-Education, E-Business, E-Management and E-Learning, 2019, Association for Computing Machinery.
Masoumi Fard, M., Mahmoudi, M., & Parsa Sirat, M. (2022). Comparison of the effect of using the reverse teaching method with the traditional teaching method in learning and academic self-efficacy of Persian. Education Technology, 16(2), 249-261.
McLean, S., Attardi, S. M., Faden, L., & Goldszmidt, M. (2016). Flipped classrooms and student learning: not just surface gains. Advances in Physiology Education, 40(1), 47-55.
Mcneely, C., Nonnemaker, J., & Blum, R. (2002). promoting school connectedness: evidence from the national longitudinal study of adolescent health. Journal of School Health, 72(4).
Milrad, M., Wong, L.H., Sharples, M., Hwang, G.J., Looi, C.K., & Ogata, H. S. (2013). Eamless learning: An international perspective on next generation technology enhanced learning. Handbook of mobile learning, 9, 95- 108.
Mobsermaleki, S., & Kiyan, M. (2018). The effect of the reverse teaching method on the learning of work and technology lessons. Teaching and Research, 6(2), 1-14.
Mortensen, C., & Nicholson, A. (2015). The flipped classroom stimulates greater learning and is a modern 21 st century approach to teaching today's undergraduates. Journal of Animal Science, 93 (7), 3722- 3731.
Mosalanejad, L., & Abdullahifard, S. (2018). Forget the traditional classroom: use the right technology-based approaches. Iranian Journal of Education in Medical Sciences, 18, 539-540.
Myung, K. L., & Bu, K.P. (2018). Effects of flipped learning using online materials in a surgical nursing practicum: A pilot stratified group-randomized trial. Healthc Inform Res, 24(1), 69-78.
Nateqhpour, M. J. (2019). The role of the family in strengthening the sense of social belonging in children. Roshd Journal of Social Science Education, 36.
Niro, M., & Daneshian, B. (2009). Reverse learning with educational videos. Rushd Moalem Journal, 38(3), 8-10.
O'Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85-95.
Otero-Saborido, F. M., Sánchez-Oliver, A. J., Grimaldi-Puyana, M., & Álvarez-García, J. (2018). Flipped learning and formative evaluation in higher education. Education and Training, 60 (3), 23-35.
Prashar, A. (2015). Assessing the flipped classroom in operations management: A pilot study, Journal of Education for Business, 90(3), 126 - 138.
Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223-231.
Roach, T. (2014). Student perceptions toward flipped learning: New methods to increase interaction and active learning in economics. International Review of Economics Education, 17, 74–84.
Rotellar, C., & Cain, J. (2016). Research, perspectives, and recommendations on implementing the flipped classroom. American Journal of Pharmaceutical Education, 80(2), 34-38.
Sadeghi, J., & Mahmoudi, M. (2019). Studying learning in flipped classroom. First National Conference on Humanities and Development, Shiraz.
Sahibyar, H., Gol Mohammadnejad, Gh., & Barqhi, I. (1400). The effectiveness of reverse learning on the academic engagement of senior high school students in mathematics. Educational Psychology Quarterly, 17(59), 289-316.
Samavi, S. A., Javidi, H., Kazemi, S., & Bagholi, H. (2019). Comparing the effectiveness of teaching based on flipped learning and teaching based on cooperative learning on academic achievement, academic self-regulation and academic engagement of sixth grade elementary students in Lamard. Scientific-Research Quarterly of Psychological Methods and Models, 11(42), 48-58.
Schmidt, S. M., & Ralph, D. L. (2016). The flipped classroom: A twist on teaching. Contemporary Issues in Education Research (CIER), 9(1), 1-6.
Schwarzenberg, P., Navon, J., Nussbaum, M., Pérez-Sanagustín, M., & Caballero, D. (2018). Learning experience assessment of flipped courses. Journal of Computing in Higher Education, 30(2), 237-258.
Shimamoto, D. (2012). Implementing a flipped classroom: An instructional module. TCC Conference.
Song, Y., & Kapur, M. (2017). How to flip the classroom": productive failure or traditional flipped classroom" pedagogical design? Educational Technology & Society, 20(1), 292-305.
Subramaniam, R.S., & Muniandy, B. (2019). The effect of flipped classroom on students’ engagement. Technology, Knowledge and Learning, 24, 355-327.
Tofaninejad, E., Houshmandja, M., & Allahkarami, A. (2018). Investigating the use of the flipped classroom approach in higher education: A systematic review. Educational Psychology Quarterly, 15(53), 183-224.
Torp, L., & Sage, S. (1998). Problems as possibilities: Problem-based learning for K12 education. ASCD.
Yong, D., Levy, R., & Lape, N. (2015). Why no difference? A controlled flipped classroom study for an introductory differential equations course. Primus, 25(9-10), 907-921.
You, S., Furlong, M. J., Felix, E., Sharkey, J. D., Tanigawa, D., & Green, J. G. (2008). Relations among school connectedness, hope, life satisfaction, and bully victimization. Psychology in the Schools, 45(5), 446-460.
Zainuddin, Z., & Halili, S. H. (2016). Flipped classroom research and trends from different fields of study. International Review of Research in Open and Distributed Learning, 17(3), 313-340.
Dasgheib, M. (2022). The effect of reverse learning on overcoming the fear of primary school students. The second national conference on future perspective in psychology and educational sciences, Shiraz.
David, C. D., Phielix, Ch., Janssen, J., & Kester, L. (2020). Self-regulated learning support in flipped learning videos enhances learning outcomes. Computers & Education, 158, 104000.
Dehaqhin, V., & Hejazi, E. (2018). Investigating the learning process and motivation in the flipped classroom: A review article. Development of Psychology, 8 (11),149-158.
DeLozier, S. J., & Rhodes, M. G. (2017). Flipped classrooms: A review of key ideas and recommendations for practice. Educational Psychology Review, 29(1), 141-151.
Dhir, A., & Alsumait, A (2013), Examining the educational user interface, technology and pedagogy for Arabic speaking children in Kuwait. Journal of Universal Computer Science, 19(7), 1003-1022.
Edarniya, S., & Dibai Saber, M. (2019). Examining the level of familiarity and use of reverse teaching among the faculty members of Shahid University. Teaching and Learning Research, 17(1), 101-111.
Ehteshami, M.R., Golzari, Z., & Fathi Varnosfadrani, L. (2018). Identifying the components of Farhangian University professors' professional development courses with a reverse learning approach: A qualitative study. Islamic Lifestyle with a focus on Health, 3.
Fautch, J. M. (2015). The flipped classroom for teaching organic chemistry in small classes: is it effective? Chemistry Education Research and Practice, 16(1), 179-186.
Fauzi, S. S. M., & Hussain, R. M. R. (2016). Designing instruction for active and reflective learners in the flipped classroom. Malaysian Journal of Learning and Instruction, 13(2), 147-173.
Farhamandgharbi, V., & Kazemi, Z. (1401). Examining the relationship between reverse learning, cooperative learning and strategic learning. The second national conference on future perspective in psychology and educational sciences, Shiraz.
Foot, H., & Howe, C. (1998). The psychoeducational basis of peer-assisted learning. Peerassisted Learning, 27-43.
Helgeson, J. (2015). Flipping the English Classroom. Kappa Delta PiRecord, 51(2), 64-68.
Huang, T. H., LIU, Y. Ch., & YU, P. Ch. (2016). The crucial influences of interpersonal relationships on learning motivation and performance in a cloud-based collaborative learning platform. Education Journal, 44(1), 133-157.
Hwang, G.J., Lai, C.L., & Wang, S.Y. (2015). Seamless flipped learning: A mobile technology- enhanced flipped classroom with effective learning strategies. Journal Coput Education, 15(3), 23- 35.
Izadi, S., Najaf Nejad, F., & Azizi Shamami, M. (2019). The effect of implementing the flipped classroom approach on academic achievement, learning motivation, sense of belonging, progress motivation and self-regulation compared to the traditional approach among sixth grade elementary school students. Teaching Research, 8(3), 253-282.
Johnson, G. B. (2013). Student perceptions of the flipped classroom.
Karcher, M.J. (2005). Connectedness and school violence: A framework for developmental interventions. In E.R. Gerler (ed.), Handbook of school violence. Binghamton, NY: Haworth Press.
Kaviani, H., Liaqhatdar, M., Zamani, B. E., & Abedini, Y. (2017). Representation of students' experiences of active learning in the flipped classroom: A phenomenological research. Information and Communication Technology Quarterly in Educational Sciences, 4(32), 111-138.
Kaviani, H., Liaqhatdar, M., Zamani, B. E., & Abedini, Y. (2018). Curriculum planning model in the flipped classroom: A synthesis of methods. The Bi-quarterly Journal of Theory and Practice in the Curriculum, 6 (11), 203-271.
Ke, F., & Carafano, P. (2016). Collaborative science learning in an immersive flight simulation. Computers & Education, 103, 114-123.
Kenna, D. C. (2014). A study of the effect the flipped classroom model on student self-efficacy (No. 1563865). [Doctoral dissertation, North Dakota State University]. ProQuest Dissertations Publishing.
Khalaf, B. K. (2018). Traditional and inquiry-based learning pedagogy: A systematic critical review. International Journal of Instruction,11(4), 545-564.
Kheirabadi, R. (2016). The effect of the flipped classroom strategy on the learning of the grammar section of the tenth grade English course. Educational Innovation Quarterly, 16(4), 141-162.
Kim, J.A., Heo, H.J., & Lee, H. (2015). Effectiveness of flipped learning in project management class. International Journal of Software Engineering and Its Applications, 9(2), 41-46.
Kong, S. C. (2014). Developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms: An experience of practicing flipped classroom strategy. Computers and Education, 78, 160-173.
Lee, S., Ping, R., Verezub, R.E., Adi Badiozaman, I. F., & Chen, W.S. (2020). Tracing EFL students’ flipped classroom journey in a writing class: Lessons from Malaysia. Innovations in Education and Teaching International, 57(3), 305-316.
Limueco, J., & Prudente, M. (2019). Flipped classroom enhances student's metacognitive awareness. Proceedings of the 10th International Conference on E-Education, E-Business, E-Management and E-Learning, 2019, Association for Computing Machinery.
Masoumi Fard, M., Mahmoudi, M., & Parsa Sirat, M. (2022). Comparison of the effect of using the reverse teaching method with the traditional teaching method in learning and academic self-efficacy of Persian. Education Technology, 16(2), 249-261.
McLean, S., Attardi, S. M., Faden, L., & Goldszmidt, M. (2016). Flipped classrooms and student learning: not just surface gains. Advances in Physiology Education, 40(1), 47-55.
Mcneely, C., Nonnemaker, J., & Blum, R. (2002). promoting school connectedness: evidence from the national longitudinal study of adolescent health. Journal of School Health, 72(4).
Milrad, M., Wong, L.H., Sharples, M., Hwang, G.J., Looi, C.K., & Ogata, H. S. (2013). Eamless learning: An international perspective on next generation technology enhanced learning. Handbook of mobile learning, 9, 95- 108.
Mobsermaleki, S., & Kiyan, M. (2018). The effect of the reverse teaching method on the learning of work and technology lessons. Teaching and Research, 6(2), 1-14.
Mortensen, C., & Nicholson, A. (2015). The flipped classroom stimulates greater learning and is a modern 21 st century approach to teaching today's undergraduates. Journal of Animal Science, 93 (7), 3722- 3731.
Mosalanejad, L., & Abdullahifard, S. (2018). Forget the traditional classroom: use the right technology-based approaches. Iranian Journal of Education in Medical Sciences, 18, 539-540.
Myung, K. L., & Bu, K.P. (2018). Effects of flipped learning using online materials in a surgical nursing practicum: A pilot stratified group-randomized trial. Healthc Inform Res, 24(1), 69-78.
Nateqhpour, M. J. (2019). The role of the family in strengthening the sense of social belonging in children. Roshd Journal of Social Science Education, 36.
Niro, M., & Daneshian, B. (2009). Reverse learning with educational videos. Rushd Moalem Journal, 38(3), 8-10.
O'Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85-95.
Otero-Saborido, F. M., Sánchez-Oliver, A. J., Grimaldi-Puyana, M., & Álvarez-García, J. (2018). Flipped learning and formative evaluation in higher education. Education and Training, 60 (3), 23-35.
Prashar, A. (2015). Assessing the flipped classroom in operations management: A pilot study, Journal of Education for Business, 90(3), 126 - 138.
Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223-231.
Roach, T. (2014). Student perceptions toward flipped learning: New methods to increase interaction and active learning in economics. International Review of Economics Education, 17, 74–84.
Rotellar, C., & Cain, J. (2016). Research, perspectives, and recommendations on implementing the flipped classroom. American Journal of Pharmaceutical Education, 80(2), 34-38.
Sadeghi, J., & Mahmoudi, M. (2019). Studying learning in flipped classroom. First National Conference on Humanities and Development, Shiraz.
Sahibyar, H., Gol Mohammadnejad, Gh., & Barqhi, I. (1400). The effectiveness of reverse learning on the academic engagement of senior high school students in mathematics. Educational Psychology Quarterly, 17(59), 289-316.
Samavi, S. A., Javidi, H., Kazemi, S., & Bagholi, H. (2019). Comparing the effectiveness of teaching based on flipped learning and teaching based on cooperative learning on academic achievement, academic self-regulation and academic engagement of sixth grade elementary students in Lamard. Scientific-Research Quarterly of Psychological Methods and Models, 11(42), 48-58.
Schmidt, S. M., & Ralph, D. L. (2016). The flipped classroom: A twist on teaching. Contemporary Issues in Education Research (CIER), 9(1), 1-6.
Schwarzenberg, P., Navon, J., Nussbaum, M., Pérez-Sanagustín, M., & Caballero, D. (2018). Learning experience assessment of flipped courses. Journal of Computing in Higher Education, 30(2), 237-258.
Shimamoto, D. (2012). Implementing a flipped classroom: An instructional module. TCC Conference.
Song, Y., & Kapur, M. (2017). How to flip the classroom": productive failure or traditional flipped classroom" pedagogical design? Educational Technology & Society, 20(1), 292-305.
Subramaniam, R.S., & Muniandy, B. (2019). The effect of flipped classroom on students’ engagement. Technology, Knowledge and Learning, 24, 355-327.
Tofaninejad, E., Houshmandja, M., & Allahkarami, A. (2018). Investigating the use of the flipped classroom approach in higher education: A systematic review. Educational Psychology Quarterly, 15(53), 183-224.
Torp, L., & Sage, S. (1998). Problems as possibilities: Problem-based learning for K12 education. ASCD.
Yong, D., Levy, R., & Lape, N. (2015). Why no difference? A controlled flipped classroom study for an introductory differential equations course. Primus, 25(9-10), 907-921.
You, S., Furlong, M. J., Felix, E., Sharkey, J. D., Tanigawa, D., & Green, J. G. (2008). Relations among school connectedness, hope, life satisfaction, and bully victimization. Psychology in the Schools, 45(5), 446-460.
Zainuddin, Z., & Halili, S. H. (2016). Flipped classroom research and trends from different fields of study. International Review of Research in Open and Distributed Learning, 17(3), 313-340.
)