Effectiveness of Flipped Teaching on Students' Academic Resilience

This study aimed to evaluate the effectiveness of the flipped teaching method on the academic resilience of students in the lesson of humankind and the environment in the academic year of 2019-2020. This research is quasi-experimental and applied in terms of purpose. The statistical population of the study included female high school students in District 2 of Shahr-e-Rey. First, one of the schools in the district 2 of Rey was selected by available sampling method and 60 high schools 11th-grade students were replaced by simple random sampling in two classes of 30 people as the experimental group and the other as the control group. To collect data, the standard questionnaire of Samuels (2004), which was standardized by SoltaniNejad and his colleagues in 2012, was used as a pre-test and post-test. After confirming the face and content validity of the instrument by professors in the field of educational sciences, its reliability was calculated through Cronbach's alpha coefficient of 0.81. To analyze the data, descriptive statistics such as center orientation indices and dispersion indices and inferential statistics of the Levin test were used to investigate the assumption of variance homogeneity and multivariate analysis of covariance and univariate and ETA test using Spss24 software. The results showed that flipped teaching has a positive effect improves the academic resilience of 11th-grade female students. Finally, it is suggested that principals facilitate teachers' participation in workshops on new teaching strategies so that teachers can benefit from new teaching approaches, including filliped teaching in the classroom.