The Effect of Upside down approach curriculum on learners' self-directed learning

Objective :

Today's educational systems in the world with a content-based curriculum do not perform well with the wide-ranging changes that occur in human societies. Because they are unable to develop the motivation, competencies, and skills associated with self-directed learning. Because they are not able to create opportunities to integrate knowledge and skills and provide learners with the experience needed to interact with their surroundings. So, in line with the fast-paced developments of today's world, a curriculum should be used to provide the basis for the growth of today's most important need for self-directed learning. Therefore, this study aimed to investigate the effect of the upside down approach curriculum on learners' selfdirected learning.

The research design used in this study was pre-test and post-test with two groups of control and experiment. Data were collected using Fisher, King and Tago selfdirected learning readiness questionnaire. The statistical population of the study consisted of 10th-grade female students in Tehran District 3, of which 70 were selected through convenience sampling. The sample was selected and then divided into experimental and control groups. The experimental group received ten sessions of training through the upside down curriculum and the control group through the traditional curriculum. Descriptive statistics on overall self-directed learning readiness scale and its three subscales (self-management, selfcontrol, and willingness to learn) were presented in two control and experimental groups at two measurement levels (pre-test and post-test) to provide a better understanding. The results are analyzed. In the section of analytical findings, one-way analysis of covariance (ANOVA) examines the effect of curriculum with upside down approach on self-directed learning readiness and its three subscales (self-management, self-control and willingness to learn) Before running this test, the assumptions of the test (normality of data distribution, homogeneity of variances, and regression slope equality) were assured. The findings of the present study indicate that the reversed curriculum increased learners' self-directed learning and its components (self-management, self-control, and willingness to learn) in the experimental group compared to the control group.

The results of univariate analysis of covariance showed that the effect of a well-designed syllabus on students' self-directed learning was confirmed and considering that the mean of the experimental group was improved in the post-test phase. It can be said that the inverted curriculum increased readiness for self-directed learning. In some ways, it can be acknowledged that an inverted curriculum can be an effective way of realizing learners' selfdirection in learning and its subscales. Trying to gain self-directed learning skills increases responsibility for one's own and others' activities, academic achievement, readiness to be present in the workplace, problem-solving, independence, initiative, self-esteem, improved communication, and self-assessment skills. Learners are also able to identify their needs, create goals, control their time and energy with self-management in the learning process. Self-directed learners are responsible for self-management by achieving self-control and can analyse, plan, implement and evaluate their learning activities independently, and can also make the most of their learning resources and practical learning strategies to overcome the problems that occur in the learning process by motivating them and learning to achieve the best learning outcomes.