The Impact of Flipped Learning on Cognitive Adaptability and Educational Motivation of Male Students during the Coronavirus Epidemic

During the coronavirus epidemic, the purpose of this study was to determine the effect of the flipped learning method on the flexibility, cognition, and academic motivation of male students. The method was quasi-experimental and applied in terms of purpose; it is a component of the pre-test, post-test, and control group design. In the academic year of 2020-2021, the statistical population consisted solely of male fifth-grade elementary school students in the city of Shahreza. A primary school for males was chosen at random, and 40 students were selected using the available sampling method and divided into two groups of 20 using randomization. Experiments and witnesses have been substituted. The experimental group underwent 10 training sessions using pre-prepared online training modules, whereas the c​ontrol group received traditional training. All participants in both groups completed pre- and post-tests utilizing the Harter Academic Motivation Scale (HEMS) and the Dennis and Vanderwall Cognitive Flexibility Scale (CFI). The collected data were analyzed using covariance analysis and IBM SPSS (version 26) software. Post-test analysis of covariance revealed that the flipped learning method improved cognitive flexibility and academic motivation in the experimental group relative to the control group (p <0.05). The flipped learning method can be used to improve the flexibility, cognition, and motivation of students in schools and educational centers utilizing the online education method, particularly during the coronavirus epidemic.