AN INVESTIGATION OF THE EFFECTS OF THE FLIPPED CLASSROOM MODEL ON THE ACADEMIC SUCCESS AND EXPERIENCE OF SECONDARY SCHOOL STUDENTS

Year 2021, Volume: 21 Issue: 4, 1127 - 1144, 15.12.2021

Mehmet Yavuz , Selçuk Karaman

https://doi.org/10.17240/aibuefd.2021..-918498

Cited By: 4

Abstract

This study aims to examine the effects of the flipped classroom model (FCM) on students' academic achievement and the experiences of these students in the FCM model. A mixed-methods design was used in the study. The effects of the model on academic achievement were examined quantitatively. The sample consisted of a total of 27 participants: experimental group (n=13) and control group (n=14). Student experiences about the model in the experimental group were examined qualitatively. Independent t-test was used in the quantitative aspect of the study and content analysis was used for qualitative analysis. The results showed no significant difference between the experimental and the control group regarding academic achievement. For content analysis, two themes were formed: the advantages of the model and the difficulties encountered. Regarding the advantages of the model, it was found that the students liked the model, that it increased motivation in the lesson and that the time passed swiftly in the classes. It was also concluded that learning took place independently of time and place when the model was used and that the students did not fall behind in the courses. Regrading the difficulties encountered, it was seen that the model made technology a necessity, and that it was obligatory to have the internet and a computer. In addition, it was found that the duration and quality of the videos needed to be adjusted. Otherwise, a decrease in motivation and disruption of learning would occur.

Keywords

Flipped classroom, academic achievement, content analysis

TERS YÜZ SINIF MODELİNİN ORTAÖĞRETİM DÜZEYİNDEKİ ÖĞRENCİLERİN AKADEMİK BAŞARILARINA VE DENEYİMLERİNE ETKİSİNİN İNCELENMESİ

Abstract

Çalışmanın amacı ters yüz sınıf (TYS) modelinin öğrencilerin akademik başarılarına etkisini ve öğrencilerin model hakkındaki deneyimlerini incelemektir. Bu kapsamda çalışmada nicel ve nitel araştırma yöntemlerinin bir arada kullanıldığı eş zamanlı çeşitleme karma yöntemi tercih edilmiştir. Nicel boyutta 27 kişilik bir örneklem grubu ile deney grubu (n=13) ve kontrol grubu (n=14) esasına göre modelin akademik başarıya etkisi incelenmiştir. Nitel boyutta ise deney grubuna uygulanan model hakkındaki öğrenci deneyimleri incelenmiştir. Çalışma sürecinde elde edilen nicel veriler bağımsız t testi kullanılarak analiz edilirken, nitel veriler ise içerik analizi kullanılarak analiz edilmiştir. Çalışma sonucunda deney ve kontrol grupları arasında akademik başarı açısından anlamlı farklılık görülmemiştir. İçerik analizi sonucunda “modelin artıları” ve “karşılaşılan güçlükler” şeklinde iki tema oluşmuştur. Modelin artılarında modelin öğrenciler tarafından sevildiği, derste motivasyonu artırdığı ve zamanın nasıl geçtiğinin anlaşılmadığı ifade edilmiştir. Ayrıca model ile zaman ve mekândan bağımsız öğrenmelerin gerçekleştiği ve dersten geri kalınmadığı ifade edilmiştir. Karşılaşılan güçlükler temasında ise modelin teknolojiyi ihtiyaç hâline getirdiği, internet ve bilgisayara sahip olmanın zorunluluk olduğu görülmüştür. Ayrıca videoların süresi ve kalitesinin iyi ayarlanması gerektiği, aksi takdirde motivasyon düşüklüğüne neden olup sürecin aksamasına yol açtığı ifade edilmiştir.

Keywords

Ters yüz sınıf modeli, akademik başarı, içerik analizi

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