Document Type : Original Article
Authors
1 PhD in Psychology, Saveh Branch, Islamic Azad University, Saveh, Iran
2 MA Counseling, Roudehen Branch, Roudehen Azad University, Tehran, Iran
3 MA Counseling and Guidance, Arak Research Sciences Branch, Islamic Azad University, Arak, Iran
Abstract
This quasi experimental study examined the effects of a flipped learning–based educational program on academic engagement and academic resilience among high school students in Saveh, Iran. Fifty students were randomly assigned to either an experimental group, which received flipped social studies instruction over eight weeks, or a control group, which experienced traditional lecture based teaching. Pre and post intervention measures included the Academic Engagement Scale (Reeve & Tseng, 2011) and the Academic Resilience Scale (Cassidy, ARS 30). Multivariate analysis of covariance (MANCOVA) controlling for pretest scores revealed that the flipped learning group exhibited significantly higher posttest academic engagement, F(1, 46) = 18.62, p < .001, η² = .29, and academic resilience, F(1, 46) = 15.47, p < .001, η² = .25, compared to controls. These findings suggest that flipped instruction—characterized by pre class video lectures and in class active learning—can substantially enhance students’ motivation to learn and their capacity to cope with academic challenges. The study underscores the pedagogical value of integrating flipped models in secondary education and calls for broader implementation and longitudinal research to evaluate long term impacts on student success.
Keywords
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