Comparison of the Effectiveness of Flipped Teaching Versus Lecture-based Teaching on Responsibility among Students

Responsibility indicates the obligation and internal commitment to optimal perform the activities and has a significant role in learning activities. The purpose of this study was to compare the effectiveness of Flipped classroom teaching method versus lecture- based instruction method among students of Farhangian University.

regarding the research purpose and in the framework of between-group experimental design, of the female students' population in Farhangian University of East Azerbaijan, during the academic year of 2018-2019A (totally 549 students) total number of 60 students comprising two groups of 30 students were finally selected through one-step cluster sampling procedure. One of the experimental groups experienced flipped teaching while the second group was taught using lecture-based method.  In order to collect data, Nemati Responsibility Questionnaire was applied. Data analysis was carried out using single-variable covariance.

The results showed that the Filipped classroom method was more effective in comparison to the lecture-based method.

According to the findings, it can be stated that responsibility is a feature that can be changed and increased by students as a result of changing educational methods, especially the formation of Filipped classes.