The effect of the Flipped Learning method on academic performance and creativity of primary school students

Abstract

IntroductionChildhood is the most considerate course, and the proper teaching method can have a significant and impressive effect on the individual and social life of students through the increase in their performance and creativity. ObjectiveThis research purposed to verify the effect of the Flipped learning method of creativity and the academic performance of primary school students. MethodThe statistical population of this study included all third-grade elementary school classes in the first half of the academic year of 2019-2020 (27 classes with a student population of 756). In this quasi-test study, based on the criteria for getting into the study, 50 students were selected through a targeted method and randomly assigned to the pretest-posttest with a nonequivalent control group design (each group was 25). Subjects in the test group received the FL method training, while other subjects in the control group received the traditional learning method. Statistical Package for the Social Sciences (SPSS) 22 did data analysis using one way and a multi-path analysis of covariance and Pearson correlation coefficient. ResultsThe results showed that both variables (academic performance and creativity) were significant at the level of 0.01. But, the test group had a meaningful improvement in terms of academic performance and creativity compared to the control group. ConclusionThe results indicate that students earn higher scores on academic performance and creativity using the FL method. Therefore, it can be possible to conclude that the Flipped learning method can increase academic performance and creativity in students.