The Effectiveness of the Flipped Learning Model on Cognitive Engagement and Critical Thinking in Upper Elementary School Students with Attention-Deficit/Hyperactivity Disorder
Keywords:
attention-deficit/hyperactivity disorder, critical thinking, cognitive engagement, flipped learningAbstract
The present study aimed to determine the effectiveness of the flipped learning model on cognitive engagement and critical thinking among upper elementary school students with attention-deficit/hyperactivity disorder (ADHD). This study employed a quasi-experimental pretest–posttest design with a control group and a follow-up assessment. The statistical population consisted of sixth-grade female students diagnosed with attention-deficit/hyperactivity disorder who were referred to the Counseling Center of the Alborz Province Department of Education during the first six months of 1404 SH. Of these students, 24 were selected through purposive sampling and randomly assigned to experimental and control groups. The research instruments included the Cognitive Processing Questionnaire developed by Kember et al. (2004) and the Critical Thinking Questionnaire developed by Ricketts (2003). The experimental group received eight sessions of flipped learning instruction, whereas the control group received conventional classroom instruction. The data were analyzed using analysis of covariance and the Bonferroni post hoc test. The results indicated that flipped learning had a significant positive effect on cognitive engagement and critical thinking (p<.001). Accordingly, flipped learning can be recommended as an effective and sustainable instructional approach for enhancing cognitive engagement and strengthening critical thinking among elementary school students with attention-deficit/hyperactivity disorder.
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