The present study aimed to determine the effectiveness of reverse social studies education on self-concept, competence, and social problem solving. The research method was a semi-experimental design with a two-group pre-test and post-test design with a two-month follow-up period. The statistical population included all sixth-grade male students in Delijan city in the academic year 1403-1404. Based on an inquiry from the Delijan City Education Department, the number of these students was 900. From among them, 30 were selected and randomly assigned to two equal groups of 15. The Sarasota Social Self-Concept Questionnaire (SCQ, Sarasota, 1999); Social Competence (C. R. SCQ, Cohen and Rossman, 1972) and Social Problem Solving (SPSQ, D'Zurilla et al., 2002) were used to collect data. The experimental group received the flipped teaching method in the form of a social studies lesson in 7 sessions, and the control group received traditional teacher training. Data analysis was performed using repeated measures analysis of variance using SPSS 22 software. The results showed that in the variables of social self-concept and social problem solving, the difference between the pre-test and post-test means was not significant, but the difference with the follow-up period was significant. In the variable of social competencies, the difference between the pre-test and post-test and follow-up means was significant. Overall, the flipped teaching method has a significant effect on the research variables, and this effectiveness is significant over time. Therefore, the flipped teaching method can be used for social studies lessons in order to improve sociological variables in schools.
قاسمی, ا. , khalili, E. and vashehgani farahani, M. (2025). The effectiveness of reverse social studies teaching on self-concept، competence، and social problem solving among sixth grade male students. Creative and Effective Education, 1(2), 56-39. doi: 10.22111/cee.2025.53925.1005
MLA
قاسمی, ا. , , khalili, E. , and vashehgani farahani, M. . "The effectiveness of reverse social studies teaching on self-concept، competence، and social problem solving among sixth grade male students", Creative and Effective Education, 1, 2, 2025, 56-39. doi: 10.22111/cee.2025.53925.1005
HARVARD
قاسمی, ا., khalili, E., vashehgani farahani, M. (2025). 'The effectiveness of reverse social studies teaching on self-concept، competence، and social problem solving among sixth grade male students', Creative and Effective Education, 1(2), pp. 56-39. doi: 10.22111/cee.2025.53925.1005
CHICAGO
ا. قاسمی , E. khalili and M. vashehgani farahani, "The effectiveness of reverse social studies teaching on self-concept، competence، and social problem solving among sixth grade male students," Creative and Effective Education, 1 2 (2025): 56-39, doi: 10.22111/cee.2025.53925.1005
VANCOUVER
قاسمی, ا., khalili, E., vashehgani farahani, M. The effectiveness of reverse social studies teaching on self-concept، competence، and social problem solving among sixth grade male students. Creative and Effective Education, 2025; 1(2): 56-39. doi: 10.22111/cee.2025.53925.1005
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