The effect of flipped classroom on the components of self-efficacy of the 10th grade students
Background and Objectives Flipped classroom is an educational strategy or a model for teaching and learning in which the traditional and common structures of the learning process are reversed, that is, in a word, what used to be done in the classroom is assigned to the home. And the processes that s...
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Shahid Rajaee Teacher Training University (SRTTU)
2023-09-01
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| Series: | Fanāvarī-i āmūzish |
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| Online Access: | https://jte.sru.ac.ir/article_1958_087e6a1ac1783d63eb5bd4a8c2a6f684.pdf |
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| author | M. Jafari A. Habibzade Z. Tanha |
| author_facet | M. Jafari A. Habibzade Z. Tanha |
| author_sort | M. Jafari |
| collection | DOAJ |
| description | Background and Objectives Flipped classroom is an educational strategy or a model for teaching and learning in which the traditional and common structures of the learning process are reversed, that is, in a word, what used to be done in the classroom is assigned to the home. And the processes that students used to do at home are transferred to the classroom. As a new method, this method can be effective on the psychological variables involved in learning, one of which is self-efficacy. The current research was conducted with the aim of comparing the effectiveness of flipped instruction and traditional teaching of English language on the self-efficacy of the 10th grade studentsMethods: The research method was semi-experimental with a pre-test-post-test design with a control group. The statistical population of the research consisted of the tenth-grade male students of Qom. The sample of this study included 60 students (30 in the experimental group and 30 in the control group) who were selected via available sampling. The experimental group underwent reverse training for 12 sessions, and the participants in the control group were trained with the traditional method for the same period of time. In the flipped classroom group, videos and podcasts prepared in the form of CDs were used, and pamphlets were also prepared in the printed form so that if the students did not have access to the Internet, they could access the materials. The content used in this research included two lessons from the 10th grade English book. To collect the data, the English self-efficacy questionnaire of Wang (2014) was used. This questionnaire had 32 items that measured the components of listening self-efficacy, reading self-efficacy, writing self-efficacy and speaking self-efficacy. Multivariate covariance analysis method was used to analyze the data. To analyze the data, SPSS (21.00) was used.Findings: The results of this study showed that flipped instruction had a significant effect on dimensions of self-efficacy such as reading self-efficacy (F= 335.48 sig= 0.001), speech self-efficacy (F= 91.69 sig= 0.001), and writing self-efficacy (F= 125.63 sig= 0.001), except for the auditory self-efficacy (F= 0.692 sig= 0.506).Conclusion: Learning English is the result of interwoven factors such as the learning environment, necessary facilities and equipment, learning conditions and suitable educational methods. The results of this research showed that conducting the class in a reversed manner can be effective in increasing English language self-efficacy as one of the important cognitive skills in learning English. In flipped classroom, increasing the duration of learning at any time and place other than the classroom and the possibility of doing more exercises will make the students master the material and thereby, will create a context for them to be successful. By relying on the educational technology, the flipped classroom makes the contents of the textbooks, especially the English book, more attractive for the students and makes learning more enjoyable. The findings of this research can encourage educational planners to use the flipped classroom approach to improve the cognitive skills and academic performance of language learners by highlighting the role of reverse teaching on students' English language self-efficacy. |
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| issn | 2008-0441 2345-5462 |
| language | fas |
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| publishDate | 2023-09-01 |
| publisher | Shahid Rajaee Teacher Training University (SRTTU) |
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| series | Fanāvarī-i āmūzish |
| spelling | doaj.art-da38b030b5b244e3a0e792630f20f04f2023-10-19T05:53:45ZfasShahid Rajaee Teacher Training University (SRTTU)Fanāvarī-i āmūzish2008-04412345-54622023-09-0117472974210.22061/tej.2023.19581958The effect of flipped classroom on the components of self-efficacy of the 10th grade studentsM. Jafari0A. Habibzade1Z. Tanha2Department of educational psychology, Kharazmi University, Tehran, IranDepartment of Psychology, Literature and Humanities School, University of Qom, , IranDepartment of psychology, Faculty of Literature and Humanities, Khorramabad Branch, Islamic Azad University, Khorramabad, IranBackground and Objectives Flipped classroom is an educational strategy or a model for teaching and learning in which the traditional and common structures of the learning process are reversed, that is, in a word, what used to be done in the classroom is assigned to the home. And the processes that students used to do at home are transferred to the classroom. As a new method, this method can be effective on the psychological variables involved in learning, one of which is self-efficacy. The current research was conducted with the aim of comparing the effectiveness of flipped instruction and traditional teaching of English language on the self-efficacy of the 10th grade studentsMethods: The research method was semi-experimental with a pre-test-post-test design with a control group. The statistical population of the research consisted of the tenth-grade male students of Qom. The sample of this study included 60 students (30 in the experimental group and 30 in the control group) who were selected via available sampling. The experimental group underwent reverse training for 12 sessions, and the participants in the control group were trained with the traditional method for the same period of time. In the flipped classroom group, videos and podcasts prepared in the form of CDs were used, and pamphlets were also prepared in the printed form so that if the students did not have access to the Internet, they could access the materials. The content used in this research included two lessons from the 10th grade English book. To collect the data, the English self-efficacy questionnaire of Wang (2014) was used. This questionnaire had 32 items that measured the components of listening self-efficacy, reading self-efficacy, writing self-efficacy and speaking self-efficacy. Multivariate covariance analysis method was used to analyze the data. To analyze the data, SPSS (21.00) was used.Findings: The results of this study showed that flipped instruction had a significant effect on dimensions of self-efficacy such as reading self-efficacy (F= 335.48 sig= 0.001), speech self-efficacy (F= 91.69 sig= 0.001), and writing self-efficacy (F= 125.63 sig= 0.001), except for the auditory self-efficacy (F= 0.692 sig= 0.506).Conclusion: Learning English is the result of interwoven factors such as the learning environment, necessary facilities and equipment, learning conditions and suitable educational methods. The results of this research showed that conducting the class in a reversed manner can be effective in increasing English language self-efficacy as one of the important cognitive skills in learning English. In flipped classroom, increasing the duration of learning at any time and place other than the classroom and the possibility of doing more exercises will make the students master the material and thereby, will create a context for them to be successful. By relying on the educational technology, the flipped classroom makes the contents of the textbooks, especially the English book, more attractive for the students and makes learning more enjoyable. The findings of this research can encourage educational planners to use the flipped classroom approach to improve the cognitive skills and academic performance of language learners by highlighting the role of reverse teaching on students' English language self-efficacy.https://jte.sru.ac.ir/article_1958_087e6a1ac1783d63eb5bd4a8c2a6f684.pdfflipped classroomenglish self-efficacy10th grade students |
| spellingShingle | M. Jafari A. Habibzade Z. Tanha The effect of flipped classroom on the components of self-efficacy of the 10th grade students Fanāvarī-i āmūzish flipped classroom english self-efficacy 10th grade students |
| title | The effect of flipped classroom on the components of self-efficacy of the 10th grade students |
| title_full | The effect of flipped classroom on the components of self-efficacy of the 10th grade students |
| title_fullStr | The effect of flipped classroom on the components of self-efficacy of the 10th grade students |
| title_full_unstemmed | The effect of flipped classroom on the components of self-efficacy of the 10th grade students |
| title_short | The effect of flipped classroom on the components of self-efficacy of the 10th grade students |
| title_sort | effect of flipped classroom on the components of self efficacy of the 10th grade students |
| topic | flipped classroom english self-efficacy 10th grade students |
| url | https://jte.sru.ac.ir/article_1958_087e6a1ac1783d63eb5bd4a8c2a6f684.pdf |
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