The effect of reverse teaching of experimental sciences on self-direction and academic performance of second grade elementary students.

The aim of this study was to investigate the effect of reverse teaching of experimental sciences on self-direction and academic performance of primary school students. The method of the present study was quasi-experimental with pretest and posttest with a control group. Participants in the study were 60 sophomores, who were selected by convenience sampling and randomly divided into experimental and control groups. To collect information, a students' self-strategy assessment questionnaire with a reliability of 0.82 for the whole test and with face and content validity approved by experts was used. Data were analyzed using descriptive and inferential statistics under SPSS software. Findings from analysis of covariance showed that the inverse class could have a significant effect on the variable of self-direction and each of its components, namely self-management, willingness to learn and self-control. Also, the mean scores of students in pre-test and post-test in the experimental group were significantly different from each other that the mean scores of self-direction and academic performance of students trained through the reverse class were higher.