The effectiveness of reverse learning based on mathematics education in academic motivation and satisfaction with the teaching method in student teachers

The purpose of this research is the effectiveness of mathematics education based on reverse learning on academic motivation and the level of satisfaction with teaching methods in student teachers. The research method was a semi-experimental type with a pre-test and post-test design with a control group. The statistical population studied in this research are students and teachers in the field of elementary education at Farhangian University of Shahid Beheshti Campus, Hormozgan, among them (30) people who took mathematics education in the semester. They had chosen the second academic year 1399 and were considered as a research sample. Students were randomly selected into two groups, (14) in the experimental group for reverse teaching and (16) in the control group for traditional teaching.To measure academic motivation, Harter's academic motivation questionnaire was used; the reliability coefficients of the subscales of this tool were reported between 0.05 and 0.084 using Coder-Richardson's 20 formula, and to check the satisfaction level of students, teachers used the Ahadit questionnaire which includes 15 questions that were checked for the validity of the questionnaire by the method of content validity by receiving the opinions of 10 professors of the mathematics education department of Farhangian University, and its reliability was checked by the Coder-Richardson coefficient method and was calculated and confirmed as 0.82 in the pre-test and A post-test was used. The reverse teaching was for three weeks and every week there were 2 sessions of the mathematics education unit for student teachers of primary education, in which one session of reverse teaching was done at home (learning at home using the resources provided by the author) and one session of solving exercises in the classroom. tookThe results of analysis of covariance and T-test showed that mathematics education based on flipped learning has increased the academic motivation and the level of satisfaction with the teaching method in the student teachers of the flipped class compared to the traditional class.