Comparison of the Effectiveness of Training Based on Flipped Learning and Training Based on Participatory Learning on Academic Achievement, Academic Self-Regulation and Academic Engagement of Sixth Elementary School Students in Lamerd City.

The aim of this study was to compare the effectiveness of education based on flipped learning and education based on participatory learning on academic achievement, academic self-regulation and academic engagement of sixth grade elementary school students in Lamerd city.

The research method was applied in terms of purpose and quasi-experimental with a pre-test-post-test design with a control group. The members of the research sample were selected by available sampling method. Researcher-made academic evaluation test, Bofard self-regulatory scale, and Shuffle and Becker academic engagement scale were the measuring instruments of this study.

In general, one-way analysis of covariance for academic achievement scores (F = 19.83 and p = 0.001), academic self-regulation (F = 22.19 and p = 0.001) and academic engagement (F = 19.86).

education based on collaborative learning had a positive and significant effect on academic self-regulation and academic engagement, but did not have a significant effect on academic achievement