TERSİNE ÇEVRİLMİŞ SINIF MODELİNİN ÖZEL GEREKSİNİMLİ ÇOCUKLARIN MOTİVASYON VE ÖZ YETERLİK DÜZEYLERİNE ETKİSİ

Abstract

Bu araştırmanın amacı, tersine çevrilmiş sınıf modelinin özel gereksinimli çocukların motivasyon ve öz yeterlik düzeylerine etkisini incelemektir. Çapraz desen araştırma modeline göre tasarlanan araştırmaya 13 zihinsel yetersizliği olan, 14 özel öğrenme güçlüğü olan ve 16 tipik gelişim gösteren öğrenci olmak üzere toplam 43 katılımcı dahil edilmiştir. Müdahale sürecinde katılımcılar iki ay boyunca geleneksel yöntemle, iki ay boyunca da tersine çevrilmiş sınıf modeli ile beden eğitimi ve spor dersini işlemişlerdir. Araştırma verileri Kişisel Bilgi Formu, Beden Eğitimi Motivasyon Ölçeği ve Çocuklar İçin Öz-Yeterlik Ölçeği kullanılarak toplanmıştır. Veriler grup içi karşılaştırmalarında Paired t-testi, tekrarlı ölçümler için iki yönlü ANOVA (3x3) testi ile analiz edilmiştir. Elde edilen bulgulara göre tersine çevrilmiş sınıf modeli ile işlenen dersler sonunda katılımcıların içsel, dışsal ve motivasyonsuzluk alt boyutları ile akademik, sosyal, duygusal ve toplam öz yeterlik puanlarında istatistiksel olarak anlamlı farklılık görülmüştür. Sonuç olarak tersine çevrilmiş sınıf modeli hem zihinsel yetersizliği olan bireylerde hem de özel öğrenme güçlüğü yaşayan bireylerde motivasyon ve öz yeterlik düzeylerini artırmada etkilidir. Tersine çevrilmiş sınıf modelinin, kapsayıcı eğitim uygulamalarında alternatif bir yaklaşım olarak kullanılmasının yanı sıra, gelecek çalışmalarda farklı engel türleri, yaş grupları ve disiplinlerde modelin etkililiğinin değerlendirilmesi önerilmektedir.

Keywords

• tersine çevrilmiş sınıf
• motivasyon
• öz yeterlik

THE EFFECT OF THE FLIPPED CLASSROOM MODEL ON THE MOTIVATION AND SELF-EFFICACY OF CHILDREN WITH SPECIAL NEEDS

Abstract

The aim of this study was to investigate the effects of the flipped classroom model on the motivation and self-efficacy levels of children with special needs. The study was designed using a crossover research design and included a total of 43 participants, consisting of 13 with intellectual disabilities, 14 with specific learning disabilities, and 16 with typical development. During the intervention, physical education and sports classes were delivered through traditional instruction for two months and through the flipped classroom model for another two months. Data was collected using the Personal Information Form, the Physical Education Motivation Scale, and the Self-Efficacy Scale for Children. For within-group comparisons, paired t-tests were employed, while repeated measures were analyzed using a two-way ANOVA (3x3). The findings demonstrated statistically significant differences across participants’ intrinsic motivation, extrinsic motivation, and lack of motivation subdimensions, as well as in their academic, social, emotional, and total self-efficacy scores, with results favoring the flipped classroom model. These results indicate that the flipped classroom approach is effective in enhancing both motivation and self-efficacy among individuals with intellectual disabilities and those with learning difficulties. In addition to its potential as an alternative strategy in inclusive education practices, future studies are recommended to evaluate the effectiveness of this model across different disability groups, age levels, and subject areas.

Keywords

• flipped classroom
• motivation
• self-efficacy

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