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Investigating the Effect of Flipped Classroom and Jigsaw Method on Students' Learning and Academic Engagement

Document Type : scientific-research

Authors

1 Dept. Educational Technology Kharazmi University Tehran, Iran

2 Department of Educational Technology, Faculty of Psychology and Education, Kharazmi University, Tehran, Iran

3 Dept. Educational Science Tarbiat Modares University Tehran, Iran

10.30473/idej.2024.71987.1213

Abstract

of flipped classroom with Jigsaw method on students' learning and academic engagement of seventh grade students in Persian literature course. The method of the present study was experimental and the educational operation was performed in three experimental groups (1- The combination of flipped classroom and jigsaw 2- flipped classroom 3- jigsaw method) and the usual method in the control group for eight sessions. The statistical population of the study was all seventh-grade students of the first secondary school in Karaj, in the academic year of 2020-21. From the statistical population, 100 students were selected voluntarily by available sampling method and randomly assigned to the groups. The research instruments were Zarang Academic Involvement Questionnaire (2012) and researcher-made learning test. ANCOVA, ANOVA and MANCOVA tests were used to analyze the data. The results of the analysis showed that the combination of flipped classroom and jigsaw was effective in promoting learning (sig=0.012) and academic engagement (sig=0.001). The flipped classroom method was not effective in students' learning (sig=0.894) and academic engagement (sig = 0.970). Jigsaw method, not effective in promoting learning (sig = 0.783), but was able to significantly engage learners in educational activities (sig = 0.001).

Keywords

Main Subjects

Article Title [Persian]

بررسی تأثیر استفاده از ترکیب کلاس درس معکوس با جیگ‌ساو بر یادگیری و درگیری تحصیلی دانش‌آموزان پایه‌ی هفتم در درس ادبیات فارسی

Authors [Persian]

  • احسان قربانیان 1
  • نسرین محمدحسنی 2
  • یوسف مهدوی نسب 2

1 گروه تکنولوژی آموزشی، دانشکده روانشناسی و علوم تربیتی، دانشگاه خوارزمی، تهران، ایران

2 گروه تکنولوژی آموزشی، دانشکده روانشناسی و علوم تربیتی، دانشگاه خوارزمی، تهران، ایران

Abstract [Persian]

هدف از این پژوهش بررسی تأثیر کلاس درس معکوس به روش جیگساو بر یادگیری و درگیری تحصیلی دانش آموزان پایه هفتم در درس ادبیات فارسی بود. روش پژوهش حاضر آزمایشی بود و عملیات آموزشی در سه گروه آزمایشی (۱- ترکیب کلاس درس و اره منبت کاری اره مویی ۲- کلاس برگردان ۳- روش اره منبت کاری اره مویی) و روش معمول در گروه کنترل به مدت هشت جلسه انجام شد. جامعه آماری پژوهش کلیه دانش آموزان پایه هفتم دوره اول متوسطه شهر کرج در سال تحصیلی ۹۰-۹۰ بودند. از جامعه آماری، ۱۰۰ نفر به روش نمونه گیری در دسترس به صورت داوطلبانه انتخاب و به صورت تصادفی در گروه ها گمارده شدند. ابزار پژوهش، پرسشنامه مشارکت تحصیلی زرنگ (۱۳۹۱) و آزمون یادگیری محقق ساخته بود. برای تجزیه و تحلیل داده ها از آزمون های ANCOVA، ANOVA و MANCOVA استفاده شد. نتایج تجزیه و تحلیل نشان داد که ترکیب کلاس درس معکوس و اره منبت کاری اره مویی در ارتقای یادگیری (۰۱۲/۰=sig) و درگیری تحصیلی (۰۰۱/۰=sig) موثر بود. روش کلاس درس معکوس در یادگیری دانشجویان (۸۹۴/۰=s) و درگیری تحصیلی (۹۷۰/۰=sig) مؤثر نبود. روش اره منبت کاری اره مویی در ارتقای یادگیری مؤثر نبود (۷۸۳/۰ =sig)، اما توانست به طور قابل توجهی فراگیران را در فعالیت های آموزشی درگیر کند (۰۰۱/۰ = sig).

Keywords [Persian]

  • مشارکت تحصیلی
  • یادگیری مشارکتی
  • Flip-J
  • روش های تدریس
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Quarterly of Iranian Distance Education Journal
Volume 6, Issue 1
April 2024
Pages 137-145
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