The Effects of Flipped Classroom and Schwab’ s Invitation to Inquiry Method on the Academic Achievement in Biology

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SARDARI M.; MAHMOODI F.; FATHI AZAR E.; BADRI R.

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Paper Information

Journal: JOURNAL OF THEORY AND PRACTICE IN CURRICULUM Year:2020 | Volume:7 | Issue:14 Page(s): 295-318

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Title

The Effects of Flipped Classroom and Schwab’ s Invitation to Inquiry Method on the Academic Achievement in Biology

Author(s)

SARDARI M. | MAHMOODI F. | FATHI AZAR E. | BADRI R. | Issue Writer Certificate

Keywords

Flipped ClassroomQ1

Invitation to Inquiry Schwab’sQ1

achievementQ2

Abstract

The purpose of this research is to investigate the effects of Flipped Classroom and Schwab’ s invitation to inquiry method on the academic function on Biology course among students of 10th grade. The research method was semi-experimental and pretest-post test with control group. The population is all 10th grade female students in the region 4 (N=300) of Tabriz city in 2017-2018. The sample was selected by multistage cluster sampling method. Three classes were selected as the sample, in which 23 were assigned to the examination group Flipped Classroom, and 23 were assigned to the examination group invitation to inquiry, and 22 of were assigned to the controlled group. The tools which were employed for collecting the data included a teacher-made academic achievement test on Biology course. The data were analyzed by ANCOVA analysis method. The results indicated that in, the mean score of achievement in the experimental group invitation to inquiry (M= 17/56± 2/05; P= 0. 04, F= 4. 12) and experimental group Flipped Classroom (M= 17/42± 2/55; P= 0. 02, f, 5. 34) were significantly higher than that in the control group (M= 16/39± 2/61). In addition, the results showed that the Flipped Classroom and Schwab’ s invitation to inquiry method led to academic development. The results indicated that the Flipped Classroom and invitation to inquiry Schwab’ s enhanced the students’ academic achievement more than the traditional method.

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APA: Copy

SARDARI, M., MAHMOODI, F., FATHI AZAR, E., & BADRI, R.. (2020). The Effects of Flipped Classroom and Schwab’ s Invitation to Inquiry Method on the Academic Achievement in Biology. JOURNAL OF THEORY AND PRACTICE IN CURRICULUM, 7(14 ), 295-318. SID. https://sid.ir/paper/241920/en

Vancouver: Copy

SARDARI M., MAHMOODI F., FATHI AZAR E., BADRI R.. The Effects of Flipped Classroom and Schwab’ s Invitation to Inquiry Method on the Academic Achievement in Biology. JOURNAL OF THEORY AND PRACTICE IN CURRICULUM[Internet]. 2020;7(14 ):295-318. Available from: https://sid.ir/paper/241920/en

IEEE: Copy

M. SARDARI, F. MAHMOODI, E. FATHI AZAR, and R. BADRI, “The Effects of Flipped Classroom and Schwab’ s Invitation to Inquiry Method on the Academic Achievement in Biology,” JOURNAL OF THEORY AND PRACTICE IN CURRICULUM, vol. 7, no. 14 , pp. 295–318, 2020, [Online]. Available: https://sid.ir/paper/241920/en

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