Volume 1, Issue 10 (12-2018)                   Iranian Journal of Educational Sociology 2018, 1(10): 1-14 | Back to browse issues page

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1- PhD student, Department of Educational Sciences, South Tehran Branch, Islamic Azad University, Tehran, Iran.
2- Associate Professor of Research and Educational Planning Organization, Ministry of Education Research Institute.
3- Associate Professor, Faculty of Psychology and Educational Sciences, Tehran South Branch, Islamic Azad University, Tehran, Iran.
Abstract:   (2142 Views)
Purpose: The purpose of this study was to determine the impact of flipped learning method on self-directed learning in entrepreneurship lesson. Methodology: This quasi-experimental study was a pretest-posttest one with the control group. The statistical population of this research included all master students in the in the Islamic Azad University of Yadegar Imam (RA), in the academic year 2015-2018. 150 individuals were randomly selected among the master students in the accounting department of the Islamic Azad University of Imam Khomeini, for sampling. Then, before implementing the entrepreneurship lesson with the flipped learning method, and after training, Williamson's Self-directed Learning Questionnaire (2007), which consists of five components and 60 items (components' separation including the awareness, learning strategies, learning activities, evaluation, and interpersonal skills) have been used and implemented on all of them. Findings: In general, the Finding of the research showed that there was a significant difference between the mean scores of the experiment group and the control group regarding the effect of flipped learning method on self-directed learning of students in entrepreneurship lessons in the post-test phase (P <0.01). Discussion: Totally we can say with the Inverse Learning Method we are able to improve Self-Directed Learning in Entrepreneurship Lessons.
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Type of Study: Research Article | Subject: Special
Received: 2018/12/30 | Accepted: 2018/12/30 | Published: 2018/12/30

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