The Effect of Flipped Classroom-Based Instruction on Metacognitive Awareness, Self-Concept, and Self-Efficacy in the Fifth-Grade Mathematics Curriculum

Javad  Jahan; Nasrin  Heidarizadeh

doi:10.61838/g909wg09

Authors

Javad Jahan Assistant Professor, Department of Educational Sciences, Farhangian University, Tehran, Iran https://orcid.org/0000-0002-4769-2409
Nasrin Heidarizadeh Assistant Professor, Department of Educational Sciences, Payame Noor University, Tehran, Iran Author https://orcid.org/0000-0002-4035-6680

DOI:

https://doi.org/10.61838/g909wg09

Keywords:

Metacognitive Awareness, Learning Self-Concept, Self-Efficacy, Flipped Classroom

Abstract

Purpose: The present study aimed to investigate the effect of flipped classroom-based instruction on metacognitive awareness, self-concept, and mathematics curriculum self-efficacy among fifth-grade elementary school students in Islamabad-e Gharb County.

Methodology: In terms of purpose, this study was applied research, and regarding the method of implementation, it employed a quasi-experimental design with a pretest–posttest control group design. The statistical population consisted of all fifth-grade elementary school students in Islamabad-e Gharb County, totaling 1,684 students during the 2024–2025 academic year. Using an convenience sampling method, 32 students were selected as the sample and were randomly assigned to the experimental group (16 students) and the control group (16 students). Data collection instruments included the Metacognitive Awareness Questionnaire developed by Bako et al., the Mathematics Self-Efficacy Questionnaire by Middleton and Midgley (1997), and the Mathematics Self-Concept Scale by Marsh, SDQ (1983). Data were analyzed using one-way analysis of covariance (ANCOVA) in SPSS software.

Findings: The findings indicated that the metacognitive awareness of students who received instruction through the flipped classroom method increased significantly compared to the control group (Sig = 0.001, F = 137.42). Furthermore, the mean posttest scores of self-concept in mathematics in the experimental group were significantly higher than those of the control group (Sig = 0.001, F = 528.106). In addition, self-efficacy increased in the experimental group compared to the control group (Sig = 0.001, F = 13.782).

Conclusion: Overall, it can be concluded that flipped classroom-based instruction is effective in enhancing metacognitive awareness, learning self-concept, and self-efficacy in mathematics. Therefore, the application of this instructional model in classroom settings is recommended.

Downloads

Download data is not yet available.

References

Ahmadabadi, A., Safari, M., & Alizadeh, H. (2020). Flipped Teaching Method: A New Approach to Reducing Shyness in Students. Modern Educational Research, 6(22), 37-48. https://dor.isc.ac/dor/20.1001.1.25884182.1399.6.22.4.5

Ahmadi, P., Zarean, Z., & Ebrahimpour, M. (2023). The Effect of the Flipped Learning Method on the Self-Esteem of Elementary School Students. Educational Research, 9(3), 35-48.

Bright, I. N. W., Obasi, O. M., & Ekele, O. (2023). Flipped Classroom and Development of Cognitive Skills in Mathematics among Secondary School Students. South Eastern Journal of Research and Sustainable Development, 13(2), 93-113.

Gao, J., Keong, T. C., Madjapuni, M. N., & Hu, P. (2025). Factors Predicting Learning Performance in Flipped Classroom:A Survey Study Based on RCoI Framework. Interciencia. https://doi.org/10.59671/kcucp

Haji Hosseinloo, K., Khaleghkhah, A., Zahed Babalan, A., & Moeinikian, M. (2017). The Effect of Cooperative Learning with Student Teams-Achievement Divisions on Students’ Mathematical Self-Efficacy and Mathematical Self-Concept. Educational Psychology, 13(43), 117-137. http://ensani.ir/fa/article/383560/

Honelly, M. S. C. (2023, 2023/02). The Effect of Flipped Classroom Environment on Academic Achievement, Self-Efficacy, and Metacognitive Awareness of Students towards Chemistry. Proceedings of the 14th International Conference on E-Education, E-Business, E-Management and E-Learning,

Jooshqan Nejad, F. (2016). The Effect of Flipped Instruction on Learning Readiness, Self-Direction, Academic Motivation, and Learning among Students of the Educational Technology Department at Arak University. Journal of Curriculum Technology, 1(1), 49-61.

Kansizoglu, H. B., & Comert, O. B. (2020). The Effect of Teaching Writing Based on Flipped Classroom Model on Metacognitive Writing Awareness and Writing Achievements of Middle School Students.

Karamzadeh, M., Hejazi, E., Khanzadeh, A., & Hejazi, B. (2010). The Role of Mathematical Self-Efficacy, Goal Orientations, and Mathematics Anxiety in the Mathematics Performance of Second-Year High School Students in Tehran. Psychological Achievements, 17(2), 187-212. https://www.sid.ir/paper/483907/fa

Kaskens, J., Segers, E., Goei, S. L., van Luit, J. E., & Verhoeven, L. (2020). Impact of Children’s Math Self-Concept, Math Self-Efficacy, Math Anxiety, and Teacher Competencies on Math Development. Teaching and Teacher Education, 94, 103096. https://www.sciencedirect.com/science/article/abs/pii/S0742051X19320475

Kiahosseini, Z., & Aslani, G. (2015). Examining the Effect of Flipped Classroom Instruction on Academic Achievement Motivation among Fifth-Grade Elementary Students in Andimeshk in Social Studies. World Conference on New Horizons in Humanities, Futures Studies, and Empowerment, Shiraz.

Kuhen, D. (2000). Metacognitive Development. Current Directions in Psychological Science, 9, 178-181.

Moeinikia, M., Ghorbanzadeh, P., & Abedinia, A. (2021). Examining the Effect of Flipped Instruction on Elementary Students’ Academic Motivation in Mathematics in Talesh County. Journal of Cultural Leadership Studies, 3(1), 24-39.

Pintrich, P. R. (2000). The Role of Goal Orientation in Self-Regulated Learning. In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of Self-Regulation (pp. 451-502). Academic Press.

Ray, S., & Guha, D. (2025). Integration of Flipped Classroom Model in Teacher Education Programme. Sprin Journal of Arts Humanities and Social Sciences, 4(7), 9-14. https://doi.org/10.55559/sjahss.v4i7.517

Setyoningrum, T. Y., Susanto, D. A., & Setiaji, A. (2025). Impacting Artificial Intelligent Chatbot in Flipped Classroom to Enhance Students’ Speaking Competence. Aree, 3(1), 8. https://doi.org/10.26714/aree.3.1.2025.8-25

Szumski, G., & Karwowski, M. (2019). Exploring the Pygmalion Effect: The Role of Teacher Expectations, Academic Self-Concept, and Class Context in Students’ Math Achievement. Contemporary Educational Psychology, 59, 101787. https://www.sciencedirect.com/science/article/abs/pii/S0361476X18300729

Vahidi, Z., & Pooshaneh, K. (2019). The Effect of the Flipped Classroom on Metacognitive Skills and Academic Motivation of Technical School Students. Quarterly Journal of Information and Communication Technology in Educational Sciences, 8(31), 1-41.

Zhang, J., Chen, H., Wang, X., & Xie, D. (2024). Application of Flipped Classroom Teaching Method Based on ADDIE Concept in Clinical Teaching for Neurology Residents. BMC Medical Education, 24(1). https://doi.org/10.1186/s12909-024-05343-z