The Effectiveness of Flipped Classroom and Cooperative Teaching Methods on the Creativity of Students

Document Type : Original Article


Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran


Background: Creativity is the process of evolution, development, and reconstruction of existing knowledge, which is regarded as problem-solving. The present study aimed to investigate the effectiveness of flipped classroom and cooperative teaching methods on the creativity of senior high school students. Methods: The research method was quasi-experimental, with a pre-test and post-test design and a control group. The statistical population included all high school students in Ahvaz in the academic year 2019-2020. Using the cluster-random sampling method, one school was randomly selected from the all-girls senior high schools in Ahvaz. Forty-five students were selected and randomly divided into two experimental groups and a control group (n=15 per group). The research instrument included the Abedi’s Creativity Test (CT). The experimental groups were taught using flipped classroom and cooperative teaching methods, while the control group received usual training. Data analysis was done using a one-way analysis of covariance. Results: The mean±SD of the creativity for the flipped classroom, cooperative teaching, and control groups in the post-test phase were 126.60±15.39, 135.90±17.52, and 98.45±13.66, respectively. The results showed that both the flipped classroom and cooperative teaching methods enhanced the creativity of senior high school students (p <0.001). Conclusions: According to the results, there was no significant difference between the two methods in terms of creativity in the students. Therefore, the flipped classroom and cooperative teaching methods can be employed to promote students’ motivation and creativity.


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