The effect of the flipped learning method on the self-esteem of elementary school students

The current study was conducted to investigate the flipped learning method's effect on elementary school students' self-esteem with a quasi-experimental method (pre-test and post-test by a control group). The statistical population included first-grade female students of Padna Semiram district, the sample includes 30 students who were selected through available sampling and each was randomly divided into experimental and control groups of 15 students. The data collection tool was Cooper Smith's self-esteem questionnaire, which is designed in five components (social, school (educational-occupational), family, general and total) and the results of Aghadadashi's research (2004) show the acceptable validity and reliability of Cooper Smith's self-esteem list. For flipped teaching, the researchers designed an educational package with the cooperation of two curriculum studies experts and the class teacher, and after coordinating and verifying formal and content validity for the intervention, it was implemented in seven 40-minute sessions. The findings of the covariance analysis test showed that flipped learning has been able to have a significant effect on the self-esteem variable also flipped learning can increase student's self-esteem