University of Tehran Journal of Applied Psychological Research 2251-8126 8 2 2017 08 23 Evaluating the rate of engagement and academic achievement of high school students by using flipped classroom instruction Evaluating the rate of engagement and academic achievement of high school students by using flipped classroom instruction 35 49 63706 10.22059/japr.2017.63706 FA Mostafa Bahmani Mohamad Javadipour 0000-0002-2605-5312 Rezvan Hakimzade 0000-0002-3182-9319 Kevan Salehi 0000-0001-8673-4248 Sayed Behnam Alavi Moghaddam Journal Article 2016 08 18 The aim of this research was to evaluate the rate of engagement and academic achievement of high school students in English course by using flipped classroom instruction. Descriptive and experimental methods (pre-test and post-test) were used to apply the research. 56 students of second grade in a high school located in Tehran were randomly chosen and divided into control and experiment groups. One was taught by the traditional method and the other was taught using the flipped classroom model for 20 weeks (each session, 2 hours). The Reeves' questionnaire (2013) was used to measure the students' engagement rates in flipped classroom. For comparing the academic achievement between flipped and control groups the reliability of Reeves' questionnaire according to Cronbach Alpha was recognized (0.95), and a researcher-made-test with reliability of 0/90 was used to measure academic achievement of both groups. The findings show that the rate of students' engagement in flipped classroom in each four aspects behavioral, cognitive, emotional, and factor engagement is higher than average. Also, there is meaningful difference in students' academic achievement between experimental and control group. According to the results of this research, flipped classroom model promotes students' academic achievement by increasing their engagement rate. The aim of this research was to evaluate the rate of engagement and academic achievement of high school students in English course by using flipped classroom instruction. Descriptive and experimental methods (pre-test and post-test) were used to apply the research. 56 students of second grade in a high school located in Tehran were randomly chosen and divided into control and experiment groups. One was taught by the traditional method and the other was taught using the flipped classroom model for 20 weeks (each session, 2 hours). The Reeves' questionnaire (2013) was used to measure the students' engagement rates in flipped classroom. For comparing the academic achievement between flipped and control groups the reliability of Reeves' questionnaire according to Cronbach Alpha was recognized (0.95), and a researcher-made-test with reliability of 0/90 was used to measure academic achievement of both groups. The findings show that the rate of students' engagement in flipped classroom in each four aspects behavioral, cognitive, emotional, and factor engagement is higher than average. Also, there is meaningful difference in students' academic achievement between experimental and control group. According to the results of this research, flipped classroom model promotes students' academic achievement by increasing their engagement rate. https://japr.ut.ac.ir/article_63706_642d969f93999567a2caa15c29b6718c.pdf