The Effectiveness of the Individual-Collaborative Flipped Learning and its Evaluation Format on Higher-Order Cognitive Outcomes in the Subject of Experimental Sciences

This study sought to examine the effectiveness of individual flipped learning, cooperative flipped learning, learning from evaluation in flipped learning evaluation, and evaluation of learning in flipped learning on higher-order cognitive outcomes in seventh-grade students in the subject of experimental sciences. This quasiexperimental research adopted a pretest-posttest design with a control group. The statistical population of the study included all seventh-grade students in Hamadan, of which five classes (135 students) were randomly selected using the convenience sampling method and divided into four experimental groups and one control group. A teacher-made descriptive test, the validity of which was confirmed by three experienced teachers, was utilized to collect data. The reliability of the instrument was also confirmed using the Kuder-Richardson 20 coefficient. The data were analyzed using the analysis of covariance in SPSS). The results showed that learning from evaluation was higher in the flipped learning group compared to other groups; however, no significant difference was observed between the other groups, including individual flipped learning, cooperative flipped learning, evaluation of learning in flipped learning, and the control, in terms of higher-order cognitive outcomes. In conclusion, it can be said that integrating the strategy of learning from evaluation into flipped learning can increase the effectiveness of flipped learning, which, in turn, can facilitate the achievement of higher-order learning outcomes.