Abstract

Objective: The purpose of the present study was to investigate the effectiveness of implementing the reverse learning model on academic reasoning, classroom flourishing, and emotional creativity of students.
Method: The research method was applied in terms of purpose and the research design was a quasi-experimental pre-test-post-test design with a control group. The statistical population of the present study consisted of all sixth-grade male elementary school students in Ilkhchi city who were studying in the academic year 2023-2024, from which 30 people were selected by purposive sampling and randomly placed in two groups (15 people in the experimental group and 15 people in the control group). So that a pre-test was conducted on both groups and then the subjects in the experimental group were subjected to the reverse learning model, while the control group did not receive training and were trained in the traditional method. After implementing the flipped learning model, the questionnaires were reviewed again in the students. To collect data, the Emotional Creativity Questionnaire (1999), the Classroom Flourishing Scale of Fish and Dunn (2000) and the Academic Reasoning Scale of Naderipour et al. (1403) were used. Data analysis was performed using the multivariate analysis of covariance statistical method.
Findings: The results of the study showed that implementing the flipped learning model has an effect on the variables of emotional creativity and the components of emotional readiness, innovation and effectiveness, classroom flourishing and the components of classroom cohesion, classroom flexibility and classroom communication, and academic reasoning and the components of cognitive, emotional and reflective reasoning (P≥0.01). So that implementing the flipped learning model has improved emotional creativity, classroom flourishing and academic reasoning in students.
Conclusion: According to the results of the research, it can be said that among the useful and valuable educational approaches to improve emotional creativity, classroom flourishing, and academic reasoning of students is education using the flipped learning model.
Objective: The purpose of the present study was to investigate the effectiveness of implementing the reverse learning model on academic reasoning, classroom flourishing, and emotional creativity of students.
Method: The research method was applied in terms of purpose and the research design was a quasi-experimental pre-test-post-test design with a control group. The statistical population of the present study consisted of all sixth-grade male elementary school students in Ilkhchi city who were studying in the academic year 2023-2024, from which 30 people were selected by purposive sampling and randomly placed in two groups (15 people in the experimental group and 15 people in the control group). So that a pre-test was conducted on both groups and then the subjects in the experimental group were subjected to the reverse learning model, while the control group did not receive training and were trained in the traditional method. After implementing the flipped learning model, the questionnaires were reviewed again in the students. To collect data, the Emotional Creativity Questionnaire (1999), the Classroom Flourishing Scale of Fish and Dunn (2000) and the Academic Reasoning Scale of Naderipour et al. (1403) were used. Data analysis was performed using the multivariate analysis of covariance statistical method.
Findings: The results of the study showed that implementing the flipped learning model has an effect on the variables of emotional creativity and the components of emotional readiness, innovation and effectiveness, classroom flourishing and the components of classroom cohesion, classroom flexibility and classroom communication, and academic reasoning and the components of cognitive, emotional and reflective reasoning (P≥0.01). So that implementing the flipped learning model has improved emotional creativity, classroom flourishing and academic reasoning in students.
Conclusion: According to the results of the research, it can be said that among the useful and valuable educational approaches to improve emotional creativity, classroom flourishing, and academic reasoning of students is education using the flipped learning model.
Objective: The purpose of the present study was to investigate the effectiveness of implementing the reverse learning model on academic reasoning, classroom flourishing, and emotional creativity of students.
Method: The research method was applied in terms of purpose and the research design was a quasi-experimental pre-test-post-test design with a control group. The statistical population of the present study consisted of all sixth-grade male elementary school students in Ilkhchi city who were studying in the academic year 2023-2024, from which 30 people were selected by purposive sampling and randomly placed in two groups (15 people in the experimental group and 15 people in the control group). So that a pre-test was conducted on both groups and then the subjects in the experimental group were subjected to the reverse learning model, while the control group did not receive training and were trained in the traditional method. After implementing the flipped learning model, the questionnaires were reviewed again in the students. To collect data, the Emotional Creativity Questionnaire (1999), the Classroom Flourishing Scale of Fish and Dunn (2000) and the Academic Reasoning Scale of Naderipour et al. (1403) were used. Data analysis was performed using the multivariate analysis of covariance statistical method.
Findings: The results of the study showed that implementing the flipped learning model has an effect on the variables of emotional creativity and the components of emotional readiness, innovation and effectiveness, classroom flourishing and the components of classroom cohesion, classroom flexibility and classroom communication, and academic reasoning and the components of cognitive, emotional and reflective reasoning (P≥0.01). So that implementing the flipped learning model has improved emotional creativity, classroom flourishing and academic reasoning in students.
Conclusion: According to the results of the research, it can be said that among the useful and valuable educational approaches to improve emotional creativity, classroom flourishing, and academic reasoning of students is education using the flipped learning model.
Objective: The purpose of the present study was to investigate the effectiveness of implementing the reverse learning model on academic reasoning, classroom flourishing, and emotional creativity of students.
Objective: The purpose of the present study was to investigate the effectiveness of implementing the reverse learning model on academic reasoning, classroom flourishing, and emotional creativity of students.
Objective: The purpose of the present study was to investigate the effectiveness of implementing the reverse learning model on academic reasoning, classroom flourishing, and emotional creativity of students.