Review on the Effectiveness of Flipped learning Method on Increasing the Self-directed learning and Academic Achievement of sixth grade elementary students in Science Course

Considering the importance of two variables, self-directed learning and academic achievement in the education system, it is necessary to use teaching-learning methods to achieve these two important goals. Flipped learning is one of the new educational methods that can facilitate learning and improve academic achievement of students especially in science class. Therefore, the present study attempts to investigate the effectiveness of flipped learning method on increasing the self-directed learning and academic achievement of sixth grade elementary students in the science course. The methodology was the quasi-experimental pre-test post-test design and control group. The statistical population consisted of 1327 students of six-grade elementary male students who had been studying in schools of district 14, Tehran, Iran, in the academic years of 2018-2019. The research sample is composed of six grade elementary male students who were selected by available sampling method. Subjects were randomly assigned into two experimental group and control group (each group had 15 subjects). The experimental group was taught by flipped learning for eight weeks while the control group was taught by traditional method. Self-directed learning questionnaire of Fischer et al (2001), (whose reliability was 85/0) and one academic achievement test (with difficulty level above 0/65 and discriminant index above 0/6 and reliability 0/793), were used to collect data. Furthermore, to analyze the data, analysis of covariance test was employed. The results showed that flipped learning method would increase self-directed learning and its components such as self-management, self-regulation, and self- motivations in the students. What is more, flipped learning would improve sixth grade elementary student academic achievement in the science course.