The effect of reverse teaching on improving students' academic performance

Document Type : Original Article

Authors

1 Assistant Professor, Department of Educational Sciences, North Tehran Branch, Islamic Azad University, Tehran, Iran

2 Master's degree, Department of Educational Sciences, North Tehran Branch, Islamic Azad University, Tehran, Iran

10.22034/jmbs.2023.186963

Abstract

Introduction and purpose: The purpose of the current research was to investigate the effect of teaching in reverse method on improving the academic performance of the experimental science course of the first grade male students of district one of Tehran city.

Methodology: The present study was applied in terms of purpose and semi-experimental in terms of method (pre-test, post-test with control group). The statistical population of the present study included all first grade elementary school boys in the first district of Tehran in the second semester of the academic year 1402-1401. A statistical sample of 30 people was selected as available, and then randomly 15 people were placed in the control group and 15 people were placed in the experimental group. Pham and Taylor's (1990) academic performance questionnaire was used to collect information in this research. The reliability of this questionnaire was 0.84 for self-efficacy and 0.89 for emotional effects.

Results: The results of data analysis with the multivariate analysis of covariance test showed that teaching in the reverse method has an effect on improving the emotional effects of the experimental science course of first grade male elementary school students by 0.85 units . Also, reverse teaching has an effect on improving the self-efficacy of the experimental science lesson of first grade male students by 0.83 units

Conclusion: Teaching in the reverse way encourages students to actively participate . This makes students participate in their learning as an active member and experience a sense of responsibility and commitment to learning.

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Main Subjects

journal of motor and behavioral sciences
Volume 6, Issue 2
January 2024
Pages 117-126

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