The effectiveness of flipped teaching method on the self-directed learning and self-efficacy of Farhangian University students (Case study: Students of Bandar Abbās Farhangian University, Women's Campus)

The present study was conducted with the aim of investigating the effect of flipped teaching method on the self-directed learning and self-efficacy of Farhangian University students. It was a quasi-experimental study with a pre-test-post-test control group design. Among the 100 students of women's campus of Farhangian University of Bandar Abbās branch (including 5 classes) in the first semester of the academic year 1400-1401, who were passing the course on the application of information and communication technology in education (2), 40 students were selected and they were randomly assigned to 2 classes of 20 students as control and experimental groups. In order to collect the data related to the self-directed learning and self-efficacy, the standard self-directed learning questionnaire of Fisher et al. (2001) and the self-efficacy questionnaire of Scherer and Maddox (1982) were used. To analyze the data, multivariate covariance analysis and SPSS software (version 24) were used. The results showed that the flipped teaching method has a positive and significant effect on the self-directed learning and self-efficacy of students. This means that the flipped method leads to an increase in the students' self-direction and self-efficacy.