Background and Objectives: This study investigated the effectiveness of flipped learning-based instruction on academic attitude, self-regulated learning, and homework evaluation among sixth-grade female students in Bandar Abbas. Methodology: This quasi-experimental study employed a pretest-posttest control group design. The study population consisted of all sixth-grade female students in Bandar Abbas during the 2025–2026 academic year. Forty students were selected through convenience sampling from two schools and randomly assigned to an experimental group (n = 20) and a control group (n = 20). Data were collected using the Students’ Academic Attitude Questionnaire, the Homework Evaluation Questionnaire, and the Self-Regulated Learning Questionnaire developed by Zimmerman and Martinez-Pons. The experimental group participated in eight 45-minute flipped learning sessions based on the Bergmann and Sams model, whereas the control group received conventional instruction. Data were analyzed using SPSS version 26. Findings: Flipped learning significantly improved students’ academic attitude, self-regulated learning, and homework evaluation compared with conventional instruction. MANCOVA revealed a significant overall intervention effect (Pillai’s Trace = .686, F = 23.984, p < .001, η² = .686). Significant effects were also found for academic attitude (F = 10.961, p = .002, η² = .238), self-regulated learning (F = 20.920, p < .001, η² = .374), and homework evaluation (F = 49.717, p < .001, η² = .587), confirming all study hypotheses. Conclusion: Flipped learning effectively enhances elementary students’ academic attitude, self-regulated learning, and homework evaluation. Elementary teachers are encouraged to integrate flipped learning strategies, including pre-class instructional materials and interactive classroom activities, to improve learning outcomes.
khojasteh, S. and Danaeei Fard, M. (2026). The Effectiveness of Flipped Learning-Based Education on Academic Attitude, Self-Regulated Learning, and Homework Evaluation of Sixth Grade Female Students. Research and Innovation in Primary Education, 8(2), 139-160. doi: 10.48310/reek.2026.5098
MLA
khojasteh, S. , and Danaeei Fard, M. . "The Effectiveness of Flipped Learning-Based Education on Academic Attitude, Self-Regulated Learning, and Homework Evaluation of Sixth Grade Female Students", Research and Innovation in Primary Education, 8, 2, 2026, 139-160. doi: 10.48310/reek.2026.5098
HARVARD
khojasteh, S., Danaeei Fard, M. (2026). 'The Effectiveness of Flipped Learning-Based Education on Academic Attitude, Self-Regulated Learning, and Homework Evaluation of Sixth Grade Female Students', Research and Innovation in Primary Education, 8(2), pp. 139-160. doi: 10.48310/reek.2026.5098
CHICAGO
S. khojasteh and M. Danaeei Fard, "The Effectiveness of Flipped Learning-Based Education on Academic Attitude, Self-Regulated Learning, and Homework Evaluation of Sixth Grade Female Students," Research and Innovation in Primary Education, 8 2 (2026): 139-160, doi: 10.48310/reek.2026.5098
VANCOUVER
khojasteh, S., Danaeei Fard, M. The Effectiveness of Flipped Learning-Based Education on Academic Attitude, Self-Regulated Learning, and Homework Evaluation of Sixth Grade Female Students. Research and Innovation in Primary Education, 2026; 8(2): 139-160. doi: 10.48310/reek.2026.5098
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