Iranian Journal of Educational Sociology 2645-3460 9 May 2026 2026 05 30 The Effect of Flipped Classroom-Based Instruction on Metacognitive Awareness, Self-Concept, and Self-Efficacy in the Fifth-Grade Mathematics Curriculum The Effect of Flipped Classroom-Based Instruction on Metacognitive Awareness, Self-Concept, and Self-Efficacy in the Fifth-Grade Mathematics Curriculum 1 10 10.61838/g909wg09 EN Journal Article 2026 01 06 <p><strong>Purpose:</strong> 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.</p> <p><strong>Methodology:</strong> 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.</p> <p><strong>Findings:</strong> 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).</p> <p><strong>Conclusion:</strong> 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.</p> https://qijes.com/index.php/ijes/article/download/1467/1528