Comparison of the effect of reverse education and traditional education on the academic motivation of elementary students in mathematics

Document Type : Original Article


Master of Educational Research, Mohaghegh Ardabili University, Ardabil - Iran


The aim of this study was to compare the effect of reverse education learning and traditional education on the academic motivation of elementary school students. The research method was quasi-experimental with pretest and posttest design with control group. The statistical population of the study consisted of male and female students of the fifth grade of elementary school in Talesh city in the academic year 1398-99. The sample of this study includes 39 male and female students in the fifth grade of elementary school, including 22 in the experimental group and 17 in the control group, who were selected by available sampling method. In this way, first two schools were selected from the primary schools of Talesh city that were available and then from each school of the fifth grade which included male and female students and had an almost equal volume. To collect the data, the Passion Questionnaire (Wang et al, 2011) was used, which had three behavioral, emotional and cognitive aspects of school desire, which can measure all aspects of academic motivation related to mathematics. Cronbach's alpha coefficient calculated for this questionnaire was estimated to be above 0.7. Data were analyzed by multivariate analysis of covariance. The results showed that the research hypotheses about the effectiveness of reverse education on students' academic achievement were confirmed and the students in the experimental group had significantly more academic desire than the students in the post-test control group.


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