Evaluating the effectiveness of combination education on reverse learning of elementary mathematics

The main purpose of this study was to evaluate the effectiveness of combined education on reverse learning of elementary school mathematics in Zarrinshahr, Isfahan in the academic year 1399-1400. In terms of purpose, this study is an applied research that was conducted in the field in terms of data collection and the statistical population included all teachers studying elementary school in Zarrinshahr, Isfahan (N = 1520). Cochran's formula was used to determine the sample size (n = 381). Sampling method was available due to coronary constraints. Data collection tools were two questionnaires of combined education (39 items) and reverse learning (10 items). After preparing them, the reliability of both questionnaires was confirmed based on Cronbach's alpha reliability coefficients and combined reliability. The face validity of the questionnaire was confirmed by teachers, the content validity was confirmed by several experts, and the validity of the questionnaires was quantitatively confirmed using convergent validity and diagnostic validity. The questionnaire was provided to the samples electronically via email and social networks. Confirmatory factor analysis was used in PLS software to analyze the data. Finally, the research findings showed that all three dimensions of combined education, namely technological dimension, pedagogical dimension and methodological dimension have a positive and significant effect on reverse learning of mathematics in the primary school of Zarrinshahr, Isfahan (P ≤ 0.05). In general, combined education has a positive and significant effect on reverse learning (P ≤ 0.05).