edscienceОбразование и наукаThe Education and science journal1994-56392310-5828RSVPU10.17853/1994-5639-2025-9664edscience-4369Research ArticleСтатьиВлияние технологии «перевернутый класс» на метакогнитивную осведомленность студентов: корреляционный анализThe impact of flipped classroom approach on students’ metacognitive awareness: a correlational analysishttps://orcid.org/0000-0002-0412-5148МаундиК.MoundyK.

Камаль Маунди – PhD (образование и методика преподавания), научный сотрудник

Scopus Author ID 57226305956

Касабланка

Kamal Moundy – PhD (Educational Science and Technology), Researcher

Scopus Author ID 57226305956

Casablanca

Kamal.moundy-etu@etu.univh2c.mahttps://orcid.org/0000-0001-6274-2796БуириУ.BouiriO.

Буири Уссама – PhD (образование), научный сотрудник

Scopus Author ID 57222957852

Жизор

Oussama Bouiri – PhD (Educational Science), Researcher

Scopus Author ID 57222957852

Gisors

ousbouiri10@gmail.comУниверситет Хасана IIHassan II University20232305202500Принято в печать4369Copyright © Маунди К., Буири У., 20232023Маунди К., Буири У.Moundy K., Bouiri O.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://www.edscience.ru/jour/article/view/4369

Введение. Исследование метакогнитивных процессов в образовании в целом и активное использование технологии «перевернутый класс» в образовательном процессе в частности в последнее время привлекают все большее внимание исследователей. Цель – исследование взаимосвязи между вкладом технологии «перевернутый класс» в развитие образовательного процесса и ее влиянием на состояние метакогнитивной осведомленности студентов. Методология и методы исследования. В исследовании широко использовались количественные, неэкспериментальные и корреляционные методы для анализа влияния технологии «перевернутый класс» на состояние метакогнитивных навыков студентов, в том числе опросник Metacognitive Awareness Inventory (MAI) в качестве основного инструмента оценки. В качестве переменных были приняты уровень школьного образования учащихся и их академические результаты. Выборка состояла из 212 учеников 3 старших школ академического региона Сеттат г. Касабланка. Данные, полученные с помощью опросника MAI, были проанализированы с помощью программного обеспечения IBM SPSS 23. Результаты исследования подтверждают значительную корреляцию между результатами использования технологии «перевернутый класс» и достижением более высоких уровней метакогнитивной осведомленности учащихся, особенно в областях, связанных с саморегуляцией и методами решения проблем. В ходе исследования было установлено, что применение технологии «перевернутый класс» может существенно повысить способность студентов управлять процессами собственного обучения, что подчеркивает важность влияния интеграции метакогнитивных стратегий на развитие методов преподавания для достижения заявленных образовательных результатов. Научная новизна. Данное исследование вносит определенный вклад в дискуссию о путях влияния технологии «перевернутый класс» на процессы метапознания с целью предоставления студентам возможностей применения лучших подходов к обучению. Практическая значимость. Настоящее исследование дает отличные результаты для школьных педагогов, исследователей и лиц, принимающих решения, в поиске новых путей для повышения образовательных результатов учащихся.

Introduction. The study of metacognitive processes in education, particularly the active implementation of flipped classroom approach, has recently garnered significant attention from researchers. Aim. The present research aims to investigate the relationship between the contribution of flipped classroom approach to the development of the educational process and its impact on students’ metacognitive awareness. Methodology and research methods. The study extensively utilised qualitative, non-experimental, and correlational methods to analyse the impact of flipped classroom approach on students’ metacognitive skills. The Metacognitive Awareness Inventory (MAI) questionnaire served as the primary assessment tool. The students’ level of education and their academic performance were considered as variables. The sample comprised 212 students from three high schools in the Casablanca-Settat academic region. Data obtained from the MAI questionnaire were pre-analysed using IBM SPSS version 23 software. Results. The results of the study confirm a significant correlation between the implementation of flipped classroom approach and the enhancement of student metacognitive awareness, particularly in areas related to self-regulation and problem-solving strategies. Throughout the study, it was observed that the use of flipped classroom approach can substantially improve students’ ability to manage their own learning processes. This underscores the importance of integrating metacognitive strategies into teaching methods to achieve the desired educational outcomes. Scientific novelty. This study contributes to the discussion on how flipped classroom approach influences metacognitive processes, providing students with opportunities to adopt more effective learning strategies. Practical significance. The present study offers valuable insights for educators, researchers, and decision-makers seeking innovative strategies to enhance educational outcomes for students.

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The authors declare that there are no conflicts of interest present.