The Effect of Flipped Classroom Teaching Method on Water Literacy of Third Grade Elementary Students

The purpose of this applied research was to investigate the effect of flipped classroom education on the water literacy of third-grade elementary students. This research is a quasi-experimental method with a pre-test-post-test design with a control group and the statistical population included third-grade students of one of the girls' schools in Khomein in the academic year 2021-2022. In order to select the sample of this study, 60 students were selected by the available sampling method and randomly divided into 2 groups (one experimental group and one control group) of 30 people. The data collection tool was a researcher-made questionnaire on water literacy, the reliability of which was evaluated by calculating Cronbach's alpha coefficient, and its content validity was evaluated by Lavache method. Analysis of covariance was used to analyze the data. Findings showed that flipped classroom education had a positive and significant effect on water literacy of third-grade elementary students and its cognitive, attitudinal, and behavioral dimensions (at the level of 0.01). Based on the findings, it was concluded that flipped classroom can be one of the effective approaches to education to improve students' water literacy.