Comparison of The Effectiveness of Concept Map Training and Reverse Training on Academic Self-Efficiency and Academic Trust of Sixth Grade Elementary Students in Shahrekord City

The purpose of the present research was to compare the effectiveness of conceptual plan teaching and flipped teaching on academic self-efficacy and academic confidence of sixth grade elementary students in Shahrekord city. This research was a semi-experimental intervention with a pretest and posttest design and a control group. The statistical population was comprised of all sixth-grade elementary students studying in the academic year of 2021-2022 in the city of Shahrekord, the total number of which was 4412 in the province and finally 60 of these students were chosen as the members of experiment group and control group using the convenience sampling method.  The tools that were used to execute the project included:  Morgan-Jinks student efficacy scale (1999), Shafiepour Motlagh academic confidence scale (2021), Kalhor and Mehran conceptual plan educational protocol (2014), and Ghorbanzadeh flipped education protocol. The data of this project were analyzed using version 24 SPSS software at two descriptive and deductive levels regarding the hypothesizes of the research.  In order to analyze the data Multivariate analysis of covariance and the analysis of covariance were used and finally, tracking tests (LSD or Fischer test) were used to compare and investigate the statistical significance of each educational method. The results showed that there was no significant difference between the effectiveness of conceptual plan teaching and flipped teaching on academic self-efficacy (P<0.05, Eta=0.51) and its parameters (P<0.05, Eta=0.50,0.41,0.36), but there is a significant difference between the effectiveness of conceptual plan teaching and flipped teaching on academic confidence (P<0.05, Eta=0.76) and its parameters (P<0.05, Eta=0.56, 0.75, 0.68, 0.54, 0.28,) and conceptual plan is more effective.