The effect of reverse teaching on self-directed learning and academic progress of students in the course of Analytical History of Early Islam

The aim of the present study was to investigate the effect of reverse teaching on self-directed learning and academic progress of students in the Analytical History of Early Islam course. The method of the current research was semi-experimental with a pre-test-post-test design. The statistical population of this study included all students of Arak University. The sample of the research was selected in the direct method and 58 people were selected and they were placed in two different groups by matching. The instrument used in the present study was the self-directed learning scale of Pintrich and DeGroot (1990). Descriptive and inferential statistical methods of univariate and multivariate covariance analysis were used to analyze the data. The results of univariate covariance analysis showed that reverse learning did not have a significant effect on students' self-directed learning, but it had a significant and positive effect on students' academic progress. Also, the findings of multivariate covariance analysis indicated that reverse learning did not have a significant effect on students' cognitive strategies and metacognitive strategies.