Ters Yüz Sınıf Modeli’ nin Öğrencilerin Matematik Başarısı, Tutumu ve Kaygısına Etkisi

Year 2024, Volume: 24 Issue: 3, 1479 - 1497, 15.09.2024

Recep Bulut , Mehmet Bekdemir

https://doi.org/10.17240/aibuefd.2024..-1407709

Abstract

Bu araştırmanın amacı gerçek bir eğitim ortamında uygulanabilir bir Ters Yüz Sınıf Modeli örneğinin öğrencilerin matematik başarısı, tutumu ve kaygısına etkisini incelemektir. Ters Yüz Sınıf Modeli uygulamasında öğrencilerin sınıf dışı çalışmaları için Eğitim Bilişim Ağı’ndan, sınıf içi etkinlikler için ise Matematikle Düşünen Sınıflar teorik çerçevesinden faydalanılmıştır. Araştırmanın yöntemi ön test son test kontrol gruplu yarı deneysel desendir. Araştırmada deney grubu 12 öğrenciden, kontrol grupları ise biri 21, diğeri 23 öğrenci olmak üzere toplam 44 öğrenciden oluşmuştur. Uygulama 16 hafta boyunca devam etmiştir. Veri toplama aracı olarak başarı testi, tutum ölçeği ve kaygı ölçeği kullanılmıştır. Araştırmanın sonuçlarına göre araştırmada kullanılan Ters Yüz Sınıf Modeli örneği, deney grubu öğrencilerinin matematik başarılarını kontrol gruplarına göre anlamlı olarak artırmış ve başarılarının kalıcılığını sağlamıştır. Ancak uygulama sürecinde deney grubu öğrencilerinin tutum ve kaygı puanları değişmemiştir. Araştırmada kullanılan Ters Yüz Sınıf Modeli uygulamasıyla öğrenci başarılarının artması, modelin matematik eğitiminde alternatif bir yöntem olarak kullanılmasının yararlı olabileceği fikrini desteklemektedir. Ters Yüz Sınıf Modelinin öğrencilerin başarılarını artırırken tutum ve kaygılarını neden etkilemediğinin araştırılması önerilmektedir.

Keywords

Eğitim bilişim ağı, Matematik başarısı, Matematikle düşünen sınıflar, Ters yüz sınıf modeli

The Effect of Flipped Classroom Model on Students' Mathematics Achievement, Attitude and Anxiety

Abstract

: Examining how a flipped classroom model affects students' performance, attitudes, and anxiety in a real educational setting is the goal of this research. The Flipped Classroom Model was implemented by using the Mathematics Thinking Classrooms theoretical framework for in-class activities and the Educational Informatics Network for students' activities outside of class. The study's methodology involves a pretest-posttest control group and a quasi-experimental design. In the study, the experimental group consisted of 12 students and the control group consisted of a total of 44 students, one of whom include 21 and the other 23. The study was conducted over a period of 16 weeks. The instruments utilized to collect the data were the anxiety scale, attitude scale, and achievement exam. The study's findings indicate that, when compared to the control groups, the experimental group's students’ mathematics achievement increased significantly as a result of the implementation of the Flipped Classroom Model. The attitude and anxiety levels of the students in the experimental group remained unchanged. The study's adoption of the Flipped Classroom Model resulted in an increase in student achievement, which lends credence to the premise that it can be a helpful alternative way for teaching mathematics

Keywords

Educational informatics network, Mathematics achievement, Mathematical thinking classrooms, Flipped classroom model

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