Effectiveness of Flipped Learning on Academic Emotions in Arak University Students

Document Type : Original Article


1 Department of Islamic Studies, Arak University, Arak, Iran

2 Departemant of Psychology and Counseling, Arak University, Arak, Iran

3 Department of Education, Arak University, Arak, Iran



Background: Positive and negative academic emotions serve a significant mediating role in motivating learners throughout the teaching process. Understanding what teaching methods can influence academic emotion can help teachers improve students’ learning quality. Therefore, the present study was carried out to investigate the effectiveness of flipped learning on students’ academic emotion in the university course ‘History of Islam’.
Methods: This quasi-experimental study entailed a pre-test and a post-test with a control group. The population of the study included all undergraduate students of Arak University in the course ‘History of Islam’ in 2022, who were randomly divided into control and experimental groups. The sample size was estimated to be 33 for each group. There were 33 participants in the control group and the experimental groups, respectively. The control group was trained conventionally by lectures and the experimental group was trained through flipped learning. The data collection instrument was Academic Emotions Questionnaire presented by Pekrun et al. (2006). The content validity of Pekrun’s (2006) Academic Emotions Questionnaire was confirmed by five members of the faculty of Psychology. In addition, the questionnaire’s internal consistency which was estimated through Cronbach’s alpha turned out to be 0.72. Analysis of covariance was used to analyze the data
Results: The participants in the two groups were girls, and their field of study was Psychology. The average age of the experimental group was 23.22 (SD=1.54), and that of the control group was 23.43 (SD=1.58). They also indicated that flipped learning had a significant effect on boredom (P=0.007), and anger (P=0.036), and had no significant effect on enjoyment (P=0.054), hope (P=0.655), pride (P=0.878), shame (P=0.147), and anxiety (P=0.423).
Conclusions: According to the findings, given that flipped learning have a significant effect on students ‘academic emotion, and given that academic emotion—as a mediating variable—can affect students’ learning, it is recommended that university faculty members apply this approach in their classes


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