Comparison of the effectiveness of inverted teaching and lecture methods (traditional) on students' learning in industrial-organizational psychology

Today, the inverted teaching has become increasingly popular as a practical teaching method. The main purpose of the present study was to compare the effectiveness of inverted teaching methods and lecturing on students' learning in the course of industrial-organizational psychology. In the present study, which has been done by quasi-experimental method, a pretest-posttest design with non-randomized groups has been used. The study population consisted of all psychology students. A total of 78 female students (39 persons in each class) selected by convenience sampling method received the same educational content in the field of subjects related to the course of industrial-organizational psychology in two classes of inverted teaching and lecturing. Before and after the training, the same test was performed for both groups and the data were analysed using one-way covariance test (using version 20 of SPSS software). The results of comparing the effectiveness of inverted teaching method and lecture on students 'learning in industrial-organizational psychology after removing the pre-test effect showed that there is a significant difference between students' learning performance (p < 0.001; f = 11.576). Considering the larger average of students trained in inverted teaching method, it can be claimed that the inverted teaching method significantly improve the students’ performance more than the lecture teaching method. The inverted teaching method can be used as a very useful and effective method in teaching industrial-organizational psychology.