Document Type : Original Article
Authors
1 Assistant professor in Department of Arabic Language and Literature, Farhangian University, P.O. Box 14665-889, Iran, Tehran
2 Assistant Prof., Department of persion language and literature, Golestan University, Gorgan, Iran.
3 Assistant Professor, Department of Arabic Language and Literature, Payam Noor University, Tehran, Iran.
4 Instructor, Department of Psychology at Payam Noor University, Tehran, Iran.
5 Branch of Arabic Language and Literature, Payam Nour University, Iran, Tehran
Abstract
This research aims to verify the relationship between the flipped teaching method, self-efficacy and desire to study among secondary school students in the Arabic language course. The current study is applied in terms of its objective and is a descriptive correlational research method. 400 people were selected and 196 people were selected as a sample based on the Georges and Morgan table using a simple random sample method.
In this research, we relied on data collection tools such as the self-efficacy questionnaire of Jenks and Morgan (1999), the desire to study questionnaire of Fredericks, Blumenfeld, Paris (2004), and the flipped teaching questionnaire prepared by the researcher.
The data were analyzed using statistical tests based on the SPSS18 program. The results showed that there is a strong relationship between flipped teaching and self-efficacy among students. There is also a noticeable relationship between flipped teaching and desire to study. Using coding instructions before the flipped classroom can overcome its challenges such as proper content organization, strong feedback, and receiving guidance. Confronting students with a large amount of unorganized information before an exam can lead to learners feeling overwhelmed, confused, anxious, and frustrated. Teachers have shown that flipped learning design has the potential to enable teachers to use class time effectively to engage in higher-order thinking activities and enhance peer-teacher interactions. Several previous studies have also indicated the importance of employing appropriate learning strategies to meet students’ learning desire and expectations related to flipped learning activities before and during the semester. Finally, self-efficacy and learning desire predict students’ learning outcomes.
Keywords
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