Comparing the Effectiveness of Flipped and Traditional Teaching Methods in Problem-solving Learning and Self-determination Among University Students

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Khayat Mahnaz; HAFEZI FARIBA; ASGARI PARVIZ; Talebzadeh Shoushtari Marzieh

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Journal Paper

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Journal: Journal of Medical Education for Future Demands Year:2020 | Volume:19 | Issue:3 Page(s): 0-0

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Title

Comparing the Effectiveness of Flipped and Traditional Teaching Methods in Problem-solving Learning and Self-determination Among University Students

Author(s)

Khayat Mahnaz | HAFEZI FARIBA | ASGARI PARVIZ | Talebzadeh Shoushtari Marzieh | Issue Writer Certificate

Keywords

Flipped Classroom

Traditional Teaching

Problem-solving Learning

Self-determination

Students

Abstract

Background: The Flipped Classroom model provides an ideal ground to convert a traditional classroom into an interactive environment based on Problem-solving Learning with a focus on university Students’ Self-determination. Objectives: The present studyaimedto investigate the effectiveness of flippedandTraditional Teachingmethodsin Problem-solving Learning and Self-determination among university Students. Methods: The research method was experimental with a pretest-posttest design and a control group. The statistical population included all female Students of Farhangian University in Ahvaz city in the academic year 2019. Using a purposive sampling method, 36 Students were selected and randomly divided into experimental and control groups (n = 18 per group). The research instrument included the Problem-Solving Inventory (PSI) and the Basic Psychological Need Satisfaction scale. The experimental group received the flipped teaching program during eight 120-min sessions once a week; however, the control group received the Traditional Teaching method. multivariate analysis of covariance (MANCOVA), univariate analysis of covariance (ANCOVA), and Bonferroni post hoc tests were used to analyze the data. Results: The posttest scores (mean SD) of Problem-solving Learning and Self-determination were 83. 77 14. 17 and 119. 33 13. 79, respectively, in the experimental group, which were significantly different from the scores of the control group. The Flipped Classroom promoted Problem-solving Learning and components of Self-determination among university Students in the experimental group when compared to the control group (P = 0. 01). The flipped teaching method was more effective than the traditional method in increasing Problem-solving Learning and Self-determination among university Students. Conclusions: According to the findings, the flipped teaching method had greater impacts on Students’ problem-solving and selfdetermination than had the traditional method.

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APA: Copy

Khayat, Mahnaz, HAFEZI, FARIBA, ASGARI, PARVIZ, & Talebzadeh Shoushtari, Marzieh. (2020). Comparing the Effectiveness of Flipped and Traditional Teaching Methods in Problem-solving Learning and Self-determination Among University Students. JOURNAL OF MEDICAL EDUCATION, 19(3), 0-0. SID. https://sid.ir/paper/774662/en

Vancouver: Copy

Khayat Mahnaz, HAFEZI FARIBA, ASGARI PARVIZ, Talebzadeh Shoushtari Marzieh. Comparing the Effectiveness of Flipped and Traditional Teaching Methods in Problem-solving Learning and Self-determination Among University Students. JOURNAL OF MEDICAL EDUCATION[Internet]. 2020;19(3):0-0. Available from: https://sid.ir/paper/774662/en

IEEE: Copy

Mahnaz Khayat, FARIBA HAFEZI, PARVIZ ASGARI, and Marzieh Talebzadeh Shoushtari, “Comparing the Effectiveness of Flipped and Traditional Teaching Methods in Problem-solving Learning and Self-determination Among University Students,” JOURNAL OF MEDICAL EDUCATION, vol. 19, no. 3, pp. 0–0, 2020, [Online]. Available: https://sid.ir/paper/774662/en

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