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Comparison of the Effectiveness of Flipped Teaching Versus Lecture-based Teaching on Responsibility among Students
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Nahid Javadi1    , Amir Panahali 2, Marziyeh Alivandi Vafa1 |
1- Islamic Azad University
2- Islamic Azad University , Panahali@iaut.ac.ir |
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Abstract: (2216 Views) |
Introduction:Responsibility indicates the obligation and internal commitment to optimal perform the activities and has a significant role in learning activities. The purpose of this study was to compare the effectiveness of Flipped classroom teaching method versus lecture- based instruction method among students of Farhangian University.
Methodology: regarding the research purpose and in the framework of between-group experimental design, of the female students' population in Farhangian University of East Azerbaijan, during the academic year of 2018-2019A (totally 549 students) total number of 60 students comprising two groups of 30 students were finally selected through one-step cluster sampling procedure. One of the experimental groups experienced flipped teaching while the second group was taught using lecture-based method. In order to collect data, Nemati Responsibility Questionnaire was applied. Data analysis was carried out using single-variable covariance.
Results: The results showed that the Filipped classroom method was more effective in comparison to the lecture-based method.
Conclusion: According to the findings, it can be stated that responsibility is a feature that can be changed and increased by students as a result of changing educational methods, especially the formation of Filipped classes.
Keywords: Responsibility, Filipped classroom, Lecture method
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| Keywords: Responsibility", Flipped classroom", Lecture method" |
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Full-Text [PDF 519 kb]
(629 Downloads)
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Article Type: Original Research |
Subject:
Other Fields
Received: 2019/12/22 | Accepted: 2020/10/6 | Published: 2021/12/1
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