Research Article
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Year 2023, Volume: 9 Issue: 1, 27 - 40, 03.01.2024
https://doi.org/10.17985/ijare.1382855

Abstract

References

  • Abeysekera, L., & Dawson, P. (2015), Motivation and cognitive load in the flipped classroom: Definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1–14. https://doi.org/10.1080/07294360.2014.934336
  • Abd Rahman, S. F., Md Yunus, M., & Hashim, H. (2021). Applying UTAUT in predicting ESL lecturers intention to use flipped learning. Sustainability, 13(15), 8571. https://doi.org/10.3390/su13158571
  • Açıkgül, K. & Fırat, S. (2023). Flipped Mathematics Classroom Acceptance Scale: Validity and reliability studies. [Manuscript in preparation]
  • Adams, D., Sumintono, B., Mohamed, A. & Noor, N.S.M. (2018). E-learning readiness among students of diverse backgrounds in a leading Malaysian higher education institution. Malaysian Journal of Learning and Instruction, 15(2), 227-256. https://files.eric.ed.gov/fulltext/EJ1201661.pdf
  • Agyei, C., & Razi, Ö. (2022). The effect of extended UTAUT model on EFLs’ adaptation to flipped classroom. Education and Information Technologies, 27(2), 1865-1882. https://doi.org/10.1007/s10639-021-10657 2
  • Ağırman, N. (2023). Ters yüz sınıf modelinin ilkokulda uygulanabilirliğinin incelenmesi: Üçüncü sınıf matematik dersi örneği. [An investigation of the applicability of flipped classroom model in primary school: The sample of third grade mathematics class]. Doctoral dissertation, Atatürk University Institute of Educational Sciences, Erzurum.
  • Akdeniz, E. (2019). Ters yüz sınıf modelinin akademik başarı, tutum ve kalıcılık üzerine etkisi. Master thesis, Necmettin Erbakan University Institute of Educational Sciences, Konya.
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  • Algarni, B. & Forgues, H.L. (2022). An evaluation of the impact of flipped-classroom teaching on mathematics proficiency and self-efficacy in Saudi Arabia. British Journal of Educational Technology (BJET), 54(1), 414-435. https://doi.org/10.1111/bjet.13250
  • Alyoussef, I. Y. (2022). Acceptance of a flipped classroom to improve university students’ learning: An empirical study on the TAM model and the Unified Theory of Acceptance and Use of Technology (UTAUT). Heliyon, 8, e12529 . https://doi.org/10.1016/j.heliyon.2022.e12529
  • Arslan, S., & Yurdakul, C. (2015). Turkish adaptation and validation of autonomous learning scale. Journal of International Social Research, 8(39), 565-569.
  • Andujar, A., Salaberri-Ramiro, M. S., & Martínez, M. S. C. (2020). Integrating flipped foreign language learning through mobile devices: Technology acceptance and flipped learning experience. Sustainability, 12(3), 1110. https://doi.org/10.3390/su12031110
  • Aydın, H. (2020). Ters-yüz edilmiş sınıf modelinin tam sayılarda işlemler konusunun öğreniminde akademik başarıya etkisi. [The effect of flipped classroom model on academic success in teaching the operations with integer numbers] Master thesis, Atatürk University Institute of Educational Sciences, Erzurum.
  • Bakheet, E., & Gravell, A. (2020). Investigating factors based on an extended UTAUT Model to confirm Computer Science instructors’ behavioural intention to adopt the flipped classroom. International Journal of Information and Education Technology, 10(10), 736-743. https://doi.org/10.18178/ijiet.2020.10.10.1451
  • Balcı, B. (2023). Ortaokul öğrencilerinin algoritma konusundaki oyunlaştırılmış ters yüz sınıf modeli ile geleneksel model arasındaki akademik başarı ve görüşlerinin karşılaştırılması [A comparison of gamified flipped and traditional classroom model: secondary school students' academic achievements and opinions in algorithm]. Master thesis, Tokat Gaziosmanpaşa University Institute of Graduate Education, Tokat.
  • Bhagat, K. K., Chang, C. N., & Chang, C. Y. (2016). The impact of the flipped classroom on mathematics concept learning in high school. Journal of Educational Technology & Society, 19(3), 134-142.
  • Bolatlı, Z., & Korucu, A. T. (2020). Determining the academic achievement of students who use flipped classroom method supported by a mobile application and their views on collaborative learning. Bartın University Journal of Faculty of Education, 9(2), 229-251. https://doi.org/10.14686/buefad.631835
  • Can, E. (2020). Coronavirüs (COVID-19) pandemisi ve pedagojik yansımaları: Türkiye’de açık ve uzaktan eğitim uygulamaları [Coronavirus (COVIDien-19) pandemic and pedagogical implications: Open and distance education applications in Turkey]. Açık Ögretim Uygulamaları ve Araştırmaları Dergisi, 6(2), 11–53. https://dergipark.org.tr/en/pub/auad/issue/55662/761354
  • Candas, B., Kiryak, Z., & Özmen, H. (2022). Developing Prospective Science Teachers' Using of Chemical Knowledge with Flipped Learning Approach in the Context of Environmental Problems. Science Education International, 33(2), 192-202. https://doi.org/10.33828/sei.v33.i2.7
  • Cai, J., Yang, H. H., & Gong, D. (2019). Understanding undergraduates’ adoption of flipped learning: integrating UTAUT and social presence. In Blended Learning: Educational Innovation for Personalized Learning: 12th International Conference, ICBL 2019, Hradec Kralove, Czech Republic, July 2–4, 2019, Proceedings 12 (pp. 9-21). Springer International Publishing.
  • Chen, Y., Wang, Y., & Chen, N. S. (2014). Is FLIP enough? Or should we use the FLIPPED model instead?. Computers & Education, 79, 16-27. https://doi.org/10.1016/j.compedu.2014.07.004
  • Chen, S. C., Yang, S. J., & Hsiao, C. C. (2016). Exploring student perceptions, learning outcome and gender differences in a flipped mathematics course. British Journal of Educational Technology, 47(6), 1096-1112. https://doi.org/10.1111/bjet.12278
  • Clark, K. R. (2015). The effects of the flipped model of instruction on student engagement and performance in the secondary mathematics classroom. Journal of Educators Online, 12(1), 91-115. https://files.eric.ed.gov/fulltext/EJ1051042.pdf
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Erlbaum.
  • Çevikbaş, M. (2018). Ters-yüz sınıf modeli uygulamalarına dayalı bir matematik sınıfındaki öğrenci katılım sürecinin incelenmesi [Investigation of the student engagement process in a mathematics class based on flipped classroom practices]. Doctoral dissertation, Gazi University Institute of Educational Sciences, Ankara.
  • Demiralay, R. (2014). Evde ders okulda ödev modelinin benimsenmesi sürecinin yeniliğin yayilimi kurami çerçevesinde incelenmesi [Examining the process of flipped classroom model acceptance in the context of diffusion of innovations theory]. Doctoral dissertation, Gazi University Institute of Educational Sciences, Ankara.
  • Ekmekçi, E. (2019). An analysis of master’s and doctoral research on flipped instruction in Turkey. Ekev Akademi Dergisi, 80, 137-149.
  • Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The internet and higher education, 7(2), 95-105. https://doi.org/10.1016/j.iheduc.2004.02.001
  • Gençer, B. G. (2015). Okullarda ters-yüz sınıf modelinin uygulanmasına yönelik bir vaka çalışması [A case study towards the implementation of the flipped classroom model in the schools]. Master Thesis, Bahçeşehir University Institute of Educational Sciences, İstanbul.
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The Investigation of the Secondary School Students' Acceptance Levels of Flipped Mathematics Classroom

Year 2023, Volume: 9 Issue: 1, 27 - 40, 03.01.2024
https://doi.org/10.17985/ijare.1382855

Abstract

In this study, it is aimed to determine the secondary school students' acceptance levels of flipped mathematics classroom and to examine their acceptance levels in terms of gender, grade level, internet access, and perception of ability in learning mathematics alone at home. Another aim of the present study is to determine whether students' autonomous learning levels predict their acceptance levels of flipped mathematics classroom. The research was carried out using descriptive and correlational survey model. The study group of the research consisted of 345 secondary school students. The Personal Information Form, Flipped Mathematics Classroom Acceptance Scale, and Autonomous Learning Scale were used as data collection tools. As a result of the research, it was determined that the students' acceptance of flipped mathematics classroom was at a good level. While the acceptance levels of the students did not differ according to the variables of gender and grade level, statistically significant differences were determined in terms of the variables of the internet access and the perception of ability in learning mathematics alone at home. In addition, it was determined in the present study that students' autonomous learning levels were statistically significant predictors of their acceptance levels of flipped mathematics classroom.

References

  • Abeysekera, L., & Dawson, P. (2015), Motivation and cognitive load in the flipped classroom: Definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1–14. https://doi.org/10.1080/07294360.2014.934336
  • Abd Rahman, S. F., Md Yunus, M., & Hashim, H. (2021). Applying UTAUT in predicting ESL lecturers intention to use flipped learning. Sustainability, 13(15), 8571. https://doi.org/10.3390/su13158571
  • Açıkgül, K. & Fırat, S. (2023). Flipped Mathematics Classroom Acceptance Scale: Validity and reliability studies. [Manuscript in preparation]
  • Adams, D., Sumintono, B., Mohamed, A. & Noor, N.S.M. (2018). E-learning readiness among students of diverse backgrounds in a leading Malaysian higher education institution. Malaysian Journal of Learning and Instruction, 15(2), 227-256. https://files.eric.ed.gov/fulltext/EJ1201661.pdf
  • Agyei, C., & Razi, Ö. (2022). The effect of extended UTAUT model on EFLs’ adaptation to flipped classroom. Education and Information Technologies, 27(2), 1865-1882. https://doi.org/10.1007/s10639-021-10657 2
  • Ağırman, N. (2023). Ters yüz sınıf modelinin ilkokulda uygulanabilirliğinin incelenmesi: Üçüncü sınıf matematik dersi örneği. [An investigation of the applicability of flipped classroom model in primary school: The sample of third grade mathematics class]. Doctoral dissertation, Atatürk University Institute of Educational Sciences, Erzurum.
  • Akdeniz, E. (2019). Ters yüz sınıf modelinin akademik başarı, tutum ve kalıcılık üzerine etkisi. Master thesis, Necmettin Erbakan University Institute of Educational Sciences, Konya.
  • Akgün, M. & Atıcı, B. (2017). Ters-Düz sınıfların öğrencilerin akademik başarısı ve görüşlerine etkisi [The effect of flipped classroom on learners’ academic achievements and views]. Kastamonu Education Journal, 25(1): 329-344. https://dergipark.org.tr/en/download/article-file/297664
  • Algarni, B. & Forgues, H.L. (2022). An evaluation of the impact of flipped-classroom teaching on mathematics proficiency and self-efficacy in Saudi Arabia. British Journal of Educational Technology (BJET), 54(1), 414-435. https://doi.org/10.1111/bjet.13250
  • Alyoussef, I. Y. (2022). Acceptance of a flipped classroom to improve university students’ learning: An empirical study on the TAM model and the Unified Theory of Acceptance and Use of Technology (UTAUT). Heliyon, 8, e12529 . https://doi.org/10.1016/j.heliyon.2022.e12529
  • Arslan, S., & Yurdakul, C. (2015). Turkish adaptation and validation of autonomous learning scale. Journal of International Social Research, 8(39), 565-569.
  • Andujar, A., Salaberri-Ramiro, M. S., & Martínez, M. S. C. (2020). Integrating flipped foreign language learning through mobile devices: Technology acceptance and flipped learning experience. Sustainability, 12(3), 1110. https://doi.org/10.3390/su12031110
  • Aydın, H. (2020). Ters-yüz edilmiş sınıf modelinin tam sayılarda işlemler konusunun öğreniminde akademik başarıya etkisi. [The effect of flipped classroom model on academic success in teaching the operations with integer numbers] Master thesis, Atatürk University Institute of Educational Sciences, Erzurum.
  • Bakheet, E., & Gravell, A. (2020). Investigating factors based on an extended UTAUT Model to confirm Computer Science instructors’ behavioural intention to adopt the flipped classroom. International Journal of Information and Education Technology, 10(10), 736-743. https://doi.org/10.18178/ijiet.2020.10.10.1451
  • Balcı, B. (2023). Ortaokul öğrencilerinin algoritma konusundaki oyunlaştırılmış ters yüz sınıf modeli ile geleneksel model arasındaki akademik başarı ve görüşlerinin karşılaştırılması [A comparison of gamified flipped and traditional classroom model: secondary school students' academic achievements and opinions in algorithm]. Master thesis, Tokat Gaziosmanpaşa University Institute of Graduate Education, Tokat.
  • Bhagat, K. K., Chang, C. N., & Chang, C. Y. (2016). The impact of the flipped classroom on mathematics concept learning in high school. Journal of Educational Technology & Society, 19(3), 134-142.
  • Bolatlı, Z., & Korucu, A. T. (2020). Determining the academic achievement of students who use flipped classroom method supported by a mobile application and their views on collaborative learning. Bartın University Journal of Faculty of Education, 9(2), 229-251. https://doi.org/10.14686/buefad.631835
  • Can, E. (2020). Coronavirüs (COVID-19) pandemisi ve pedagojik yansımaları: Türkiye’de açık ve uzaktan eğitim uygulamaları [Coronavirus (COVIDien-19) pandemic and pedagogical implications: Open and distance education applications in Turkey]. Açık Ögretim Uygulamaları ve Araştırmaları Dergisi, 6(2), 11–53. https://dergipark.org.tr/en/pub/auad/issue/55662/761354
  • Candas, B., Kiryak, Z., & Özmen, H. (2022). Developing Prospective Science Teachers' Using of Chemical Knowledge with Flipped Learning Approach in the Context of Environmental Problems. Science Education International, 33(2), 192-202. https://doi.org/10.33828/sei.v33.i2.7
  • Cai, J., Yang, H. H., & Gong, D. (2019). Understanding undergraduates’ adoption of flipped learning: integrating UTAUT and social presence. In Blended Learning: Educational Innovation for Personalized Learning: 12th International Conference, ICBL 2019, Hradec Kralove, Czech Republic, July 2–4, 2019, Proceedings 12 (pp. 9-21). Springer International Publishing.
  • Chen, Y., Wang, Y., & Chen, N. S. (2014). Is FLIP enough? Or should we use the FLIPPED model instead?. Computers & Education, 79, 16-27. https://doi.org/10.1016/j.compedu.2014.07.004
  • Chen, S. C., Yang, S. J., & Hsiao, C. C. (2016). Exploring student perceptions, learning outcome and gender differences in a flipped mathematics course. British Journal of Educational Technology, 47(6), 1096-1112. https://doi.org/10.1111/bjet.12278
  • Clark, K. R. (2015). The effects of the flipped model of instruction on student engagement and performance in the secondary mathematics classroom. Journal of Educators Online, 12(1), 91-115. https://files.eric.ed.gov/fulltext/EJ1051042.pdf
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Erlbaum.
  • Çevikbaş, M. (2018). Ters-yüz sınıf modeli uygulamalarına dayalı bir matematik sınıfındaki öğrenci katılım sürecinin incelenmesi [Investigation of the student engagement process in a mathematics class based on flipped classroom practices]. Doctoral dissertation, Gazi University Institute of Educational Sciences, Ankara.
  • Demiralay, R. (2014). Evde ders okulda ödev modelinin benimsenmesi sürecinin yeniliğin yayilimi kurami çerçevesinde incelenmesi [Examining the process of flipped classroom model acceptance in the context of diffusion of innovations theory]. Doctoral dissertation, Gazi University Institute of Educational Sciences, Ankara.
  • Ekmekçi, E. (2019). An analysis of master’s and doctoral research on flipped instruction in Turkey. Ekev Akademi Dergisi, 80, 137-149.
  • Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The internet and higher education, 7(2), 95-105. https://doi.org/10.1016/j.iheduc.2004.02.001
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There are 66 citations in total.

Details

Primary Language English
Subjects Mathematics Education, Educational Technology and Computing
Journal Section Research Articles
Authors

Kübra Açıkgül 0000-0003-2656-8916

Mübeccel Ahsen Yağmurlu

Publication Date January 3, 2024
Submission Date October 29, 2023
Acceptance Date January 3, 2024
Published in Issue Year 2023 Volume: 9 Issue: 1

Cite

APA Açıkgül, K., & Yağmurlu, M. A. (2024). The Investigation of the Secondary School Students’ Acceptance Levels of Flipped Mathematics Classroom. International Journal of Academic Research in Education, 9(1), 27-40. https://doi.org/10.17985/ijare.1382855
AMA Açıkgül K, Yağmurlu MA. The Investigation of the Secondary School Students’ Acceptance Levels of Flipped Mathematics Classroom. IJARE. January 2024;9(1):27-40. doi:10.17985/ijare.1382855
Chicago Açıkgül, Kübra, and Mübeccel Ahsen Yağmurlu. “The Investigation of the Secondary School Students’ Acceptance Levels of Flipped Mathematics Classroom”. International Journal of Academic Research in Education 9, no. 1 (January 2024): 27-40. https://doi.org/10.17985/ijare.1382855.
EndNote Açıkgül K, Yağmurlu MA (January 1, 2024) The Investigation of the Secondary School Students’ Acceptance Levels of Flipped Mathematics Classroom. International Journal of Academic Research in Education 9 1 27–40.
IEEE K. Açıkgül and M. A. Yağmurlu, “The Investigation of the Secondary School Students’ Acceptance Levels of Flipped Mathematics Classroom”, IJARE, vol. 9, no. 1, pp. 27–40, 2024, doi: 10.17985/ijare.1382855.
ISNAD Açıkgül, Kübra - Yağmurlu, Mübeccel Ahsen. “The Investigation of the Secondary School Students’ Acceptance Levels of Flipped Mathematics Classroom”. International Journal of Academic Research in Education 9/1 (January 2024), 27-40. https://doi.org/10.17985/ijare.1382855.
JAMA Açıkgül K, Yağmurlu MA. The Investigation of the Secondary School Students’ Acceptance Levels of Flipped Mathematics Classroom. IJARE. 2024;9:27–40.
MLA Açıkgül, Kübra and Mübeccel Ahsen Yağmurlu. “The Investigation of the Secondary School Students’ Acceptance Levels of Flipped Mathematics Classroom”. International Journal of Academic Research in Education, vol. 9, no. 1, 2024, pp. 27-40, doi:10.17985/ijare.1382855.
Vancouver Açıkgül K, Yağmurlu MA. The Investigation of the Secondary School Students’ Acceptance Levels of Flipped Mathematics Classroom. IJARE. 2024;9(1):27-40.