The Effect of Flipped Classroom Teaching on Self-Regulatory Learning Strategies and Learning Motivation Components in Research Method Course among the Staff of AJA Research Center

The use of active and learner-oriented teaching methods can be effective in improving factors such as self-regulatory learning strategies and learning motivation components that are directly related to learners' learning performance. The aim of this study was to investigate the effect of flipped classroom teaching on the self-regulatory learning strategies and learning motivation components research methods among the staff of the research center and the Army self-sufficiency Jihad. Quasi-experimental research method with pre-test-post-test design with control was used, in which 30 staff members of the Army Research Center were selected by available sampling method, and randomly assigned to experimental and control groups (15 staff members in each group). The research instruments were Self-regulatory Strategies Questionnaire (MSLQ, 1991) and Learning Motivation (SMTLS, 2005). Data were analyzed in SPSS software using multivariate analysis of covariance. Findings showed that reverse classroom training increased self-regulated learning strategies, learning motivation and their components in the experimental group. In other words, there was a significant difference between the scores of self-regulated learning strategies, learning motivation and their components in the post-test of the experimental and control groups (P<0.001). According to these findings, it can be said that teachers can use the flipped classroom method to increase the motivation and enthusiasm of students and learners in the teaching-learning process.