Investigating the effect of reverse education on academic motivation in mathematics Elementary students

The aim of this study was to investigate the effect of inverse education on motivation of elementary students in mathematics. The research method was quasi-experimental, which was a traditional teaching method in the control group and the reverse class method was performed in the two experimental groups. The statistical population of the study consisted of male and female students in the sixth grade of elementary school in Talesh city in the academic year 1398-99. The sample of this study includes 42 male and female students of the sixth grade of elementary school, including 23 in the experimental group and 19 in the control group, who were selected by available sampling method. In this way, first two schools were selected from the primary schools of Talesh city that were available and then from each school of the sixth grade which included male and female students and had an almost equal volume. Students in each class were examined in two groups of reverse experiment and control group. Harter's motivational motivation questionnaire was used to collect data. The reliability coefficients of the scales of this instrument were reported between 0.05 to 0.830 using the 20-coder-Richardson formula. Multivariate analysis of covariance was also used to analyze the data. The results showed that the research hypotheses about the effectiveness of reverse education on students' academic motivation were confirmed and the students in the experimental group had more academic motivation than the students in the control group in the post-test. Therefore, it can be concluded that the reverse education method is effective on students' academic motivation in mathematics.