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Ters Yüz Öğrenmeye Yönelik Yapılan Lisansüstü Tezlerin İncelenmesi: Meta Analiz Çalışması

Year 2023, Volume: 9 Issue: 3, 240 - 254, 31.12.2023

Abstract

Günümüzde yaşanan sosyal, teknolojik vb. gelişmeler birçok alanı etkilediği gibi eğitim alanını da etkilemektedir. Bu etkileşim bireylere kazandırmayı hedeflediğimiz niteliklerde de değişimler yaşanmasına neden olmuştur. Bu değişimlerin eğitim hayatımıza yansımasının bir boyutu da yeni yaklaşım, model, yöntem ve tekniklerle bireye hedeflenen nitelikleri kazandırmaya çalışmaktır. Eğitim hayatımızda yakın dönemde önemini artıran ters yüz öğrenme de bu hedefe hizmet edebilecek öğrenme yollarından biridir. Alanyazında ters yüz öğrenmenin hem akademik başarı hem de pedagojik çıktıları düşünüldüğünde belirlenen hedefe yönelik ihtiyaçları karşılayabileceğine işaret eden pek çok araştırmaya rastlamak mümkündür. Bu yüzden bu araştırmaların meta analizinin yapılması gerektiği düşünülmüştür. Bu bağlamda bu çalışmada ters yüz öğrenme alanında yapılan lisansüstü tezleri incelemek amaçlanmıştır. Bu amaç doğrultusunda çalışmada yer alacak araştırmalar için tarama yapılmıştır ve belirlenen ölçütlere uyan 2015-2020 Nisan tarihleri arasında yapılmış 40 lisansüstü tez çalışmaya dâhil edilmiştir. Meta analize dâhil edilmesine karar verilen her bir çalışmanın etki büyüklüğü ve genel etki büyüklüğünü hesaplamak amacıyla Comprehensive Meta Analysis (CMA) programı kullanılmıştır. Rastgele etkiler modeline göre gerçekleştirilen analiz sonucunda genel etki büyüklüğü değeri 0.862 olarak hesaplanmıştır. Araştırma sonucunda elde edilen bulgular Cohen’e (1998) göre yorumlanmış ve ters yüz öğrenme üzerinde yapılan tezlerin geniş düzeyde etkiye sahip olduğu sonucuna ulaşılmıştır.

References

  • Akçor, G. (2018). Exploring the perceptions of pre-service English language teachers of flipped classroom, (Master's thesis). Hacettepe University Graduate School of Educational Sciences, Ankara.
  • Akdeniz, E. (2019). The effect of the flipped classroom model on academic achievement, attitude and retention, (Master's thesis). Necmettin Erbakan University Graduate School of Educational Sciences, Konya.
  • Akgün, M. (2015). The effect of flipped classroom on students' academic achievement and views, (Master's thesis). Fırat University Graduate School of Educational Sciences, Elazığ.
  • Aksoy, İ. (2020). Flipped classroom applications in secondary science teaching, (Master's thesis). Kastamonu University Graduate School of Natural and Applied Sciences, Kastamonu.
  • Alsancak-Sırakaya, D. (2015). The effect of flipped classroom model on academic achievement, self-directed learning readiness and motivation, (Master's thesis). Gazi University Graduate School of Educational Sciences, Ankara.
  • Ayçiçek, B. (2018). An investigation of technology-enhanced flipped classroom model applications effect on high school students' classroom engagement, academic achievement and classroom life perceptions in teaching English, (Doctoral dissertation). Mersin University Graduate School of Educational Sciences, Mersin.
  • Aydın, B. (2016). The effects of flipped classroom model on academic achievement, homework/task stress level and transfer of learning, (Master's thesis). Süleyman Demirel University Graduate School of Educational Sciences, Isparta.
  • Aydın, B. & Demirer, V. (2017). A comprehensive analysis of the studies conducted in the framework of flipped classroom model. Educational Technology Theory and Practice, 7(1), 57-82. https://doi.org/10.17943/etku.288488
  • Aydın, G. (2016). The investigation of the effect of flipped classroom model on undergraduate students' attitude, self-efficacy and academic achievement towards programming, (Master's thesis). Dokuz Eylül University Graduate School of Educational Sciences, İzmir.
  • Bergmann, J. & Sams, A. (2012). Flip your classroom, reach every student in every class every day. Washington, DC: Eugene, OR: International Society for Technology in Education (ISTE).
  • Bolatlı, Z. (2018). Determining the academic achievement of students who use flipped classroom method supported by mobile application and their views on cooperative learning, (Master's thesis). Selçuk University Graduate School of Educational Sciences, Konya.
  • Bulut, C. (2018). Impact of flipped classroom model on EFL learners' grammar achievement: Not only inversion, but also integration, (Master's thesis). Yeditepe University Graduate School of Educational Sciences, İstanbul.
  • Bursa, S. (2019). The effect of flipped classroom practices on students' academic achievement and responsibility levels in social studies course, (Doctoral dissertation). Anadolu University Graduate School of Educational Sciences, Eskişehir.
  • Ceylaner, S. (2016). Effects of flipped classroom on students' self- directed learning readiness and attitudes towards English lesson in 9th grade English language teaching, (Doctoral dissertation). Mersin University Graduate School of Educational Sciences, Mersin.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Cooper, H., Hedges, L. V. & Valentine, J. C. (2019). The handbook of research synthesis and meta-analysis. New York: Russell Sage Foundation
  • Çakar, V. (2019). The effect of using flipped classroom model in physics on learning products, (Doctoral dissertation). Zonguldak Bülent Ecevit University Graduate School of Natural and Applied Sciences, Zonguldak.
  • Çakır, E. (2017). The effect of flipped classroom on 7th grade students' academic achievement, cognitive risk taking skills and computational thinking skills in science education classroom, (Master's thesis). Ondokuz Mayıs University Graduate School of Educational Sciences, Samsun.
  • Çakır, R., Adsay, C. & Akgül Uğur, Ö. (2019). The effect of flipped classroom model and web 2.0 softwareon computational thinking skills, activity experience and spatial thinking skills. Mersin University Journal of the Faculty of Education. 15(3), 845-866. https://doi.org/10.17860/mersinefd.528764
  • Çakıroğlu, Ü. & Öztürk, M. (2017). Flipped classroom with problem based activities: Exploring self-regulated learning in a programming language course. Educational Technology and Society. 20(1), 337–349.
  • Çukurbaşı, B. (2016). Examine the effect of the problem based learning activities supported via flipped classroom and lego-logo practices on the high school students' success and their motivation (Doctoral dissertation). Sakarya University Graduate School of Educational Sciences, Sakarya.
  • Debbağ, M. (2018). The effectiveness of the flipped classroom model designed for teaching principles and methods course curriculum, (Doctoral dissertation). Bolu Abant İzzet Baysal University Graduate School of Educational Sciences, Bolu.
  • Dinçer, N. (2020). The effects of flıpped learnıng model on efl students’ grammar profıcıency and learner autonomy, (Master’s thesis). Bahçeşehir University Graduate School of Educational Sciences, İstanbul.
  • Dinçer, S. (2014). Applied meta-analysis research in educational sciences. Ankara: Pegem.
  • Duman, İ. (2019). The effect of flipped classroom model incorporating activity-based learning on students' academic achievement and learning motivation, (Doctoral dissertation). Sakarya University Graduate School of Educational Sciences, Sakarya.
  • Durak-Üğüten, S. & Balcı, Ö. (2017). Flipped learning. Journalof Suleyman Demirel University Institute of Social Sciences, 26,1.
  • Dursunlar, E. (2018). The effect of flipped classroom on academic success of seventh social studies grade students about living democracy unit, (Master’s thesis). Atatürk University Graduate School of Educational Sciences, Erzurum.
  • Flipped Learning Network (2013). A review of flipped learning. Arrived from https://flippedlearning.org/wp-content/uploads/2016/07/LitReview_FlippedLearning.pdf 10 May 2020.
  • Göğebakan-Yıldız, D. & Kıyıcı, G. (2016). Effect of the flipped classroom on prospective teachers’s academıc achievement, metacognitive awareness and epistemological beliefs. Manisa Celal Bayar University Social Studies Journal, 14(3), 405-426. https://doi.org/10.18026/cbusos.70886
  • Gök, D. (2016). The effect of an onlıne flipped reading classroom model on pre-servıce English language teachers’ foreign language reading anxiety, (Master’s thesis). Süleyman Demirel University Graduate School of Educational Sciences, Isparta.
  • Gökdemir, A. (2018). Flipped learning in pre-service social studies teacher education: A mixed-method study, (Doctoral dissertation). Afyon Kocatepe University Graduate School of Social Sciences, Afyonkarahisar.
  • Güç, F. (2017). Rasyonel sayılar ve rasyonel sayılarda işlemler konusunda ters-yüz sınıf uygulamasının etkileri, (Master’s thesis). Amasya University Graduate School of Natural and Applied Sciences, Amasya.
  • Güven-Demir, E. (2018). Effect of applications based on flipped classroom on academic achievement and planning skills of 4th grade primary school students, (Doctoral dissertation). Ondokuz Mayıs University Graduate School of Educational Sciences, Samsun.
  • Hew, K. F. & Lo, C. K. (2018). Flipped classroom improves student learning in health professions education: Ameta-analysis. BMC Medical Education. 18, 38.
  • İyitoğlu,O. (2018). The impact of flipped classroom model on EFL learners' academic achievement, attitudes and self-efficacy beliefs: A mixed method study, (Doctoral dissertation). Yıldız Teknik University Graduate School of Educational Sciences, İstanbul.
  • Kalafat, H. Z. (2019). The examination of the effect of lecture designed with flipped classroom model on 7th grader students' academic achievement, (Master’s thesis). Marmara University Graduate School of Educational Sciences, İstanbul.
  • Kaldırım, A. & Tavşanlı, Ö. F. (2018). The effect of collaborative learning approach on students’ academic achievement in turkish courses in Turkey: A meta-analysis study Education and Science, 43(194), 185-205. http://dx.doi.org/10.15390/EB.2018.7553
  • Kaman, N. (2020). An experimental study on efficieny of flipped classroom model in English language teaching, (Master’s thesis). Kırşehir Ahi Evran University Graduate School of Social Sciences, Kırşehir.
  • Kansızoğlu, H. B. (2018). The effect of flipped classroom model-based writing teaching on metacognitive awareness level, writing success and writing anxiety of students, (Doctoral dissertation). Gazi University Graduate School of Educational Sciences, Ankara.
  • Kaptanoğlu, Ş. N. (2018). The effect of flipped classroom model-based writing teaching on metacognitive awareness level, writing success and writing anxiety of students, (Master’s thesis). Dokuz Eylül University Graduate School of Educational Sciences, İzmir.
  • Kara, C. O. (2016). Flipped Classroom. The World of Medical Education, 45, 12-26.
  • Karagöl, İ. & Esen, E. (2019). The Effect of Flipped Classroom Approach on Academic Achievement: A Meta-Analysis Study. Hacettepe University Journal of Education, 34(3), 708-727. https://doi.org/10.16986/HUJE.2018046755
  • Karakurt, L. (2018). Flipped and blended grammar ınstructıon for b1 level efl classes at tertıary education, (Master’s thesis). Hacettepe University Graduate School of Educational Sciences, Ankara.
  • Karaman, B. (2018). The usage of the flipped classroom model in the 'Living democracy' unit of the social studies course in the 7th grade, (Doctoral dissertation). Aydın Adnan Menderes University Graduate School of Social Sciences, Aydın.
  • Kozikoğlu, İ. (2019). Analysis of the studies concerning flipped learning model: A comparative meta-synthesis study. International Journal of Instruction, 12(1), 851-868.
  • Nayci, Ö. (2017). The evaluation of implementation of flipped class model in the teaching of social studies, (Doctoral dissertation). Ankara University Graduate School of Educational Sciences, Ankara.
  • Orhan, A. (2019). The effect of flipped learning on students’ academic achievement: A meta-analysis study. Cukurova University Faculty of Education Journal, 48(1), 368-396. https://doi.org/10.14812/cufej.400919
  • Ök, S. (2019). Investigation of academic achievement and self-regulation of students in flipped classroom, (Master’s thesis). Balıkesir University Graduate School of Natural and Applied Sciences, Balıkesir.
  • Özdemir, A. (2016). Flipped classroom model practice focused on blended learning in secondary mathematics education, (Doctoral dissertation). Gazi University Graduate School of Educational Sciences, Ankara.
  • Öztürk, S. (2016). The effect of flip learning method on the students' academic achievement, computer attitudes and self-directed learning skills in programming language teaching, (Master’s thesis). Ankara University Graduate School of Educational Sciences, Ankara.
  • Öztürk, M. (2018). Investigating the students' development of self-regulated learning skills in a flipped classroom model: Case of foreign language course, (Doctoral dissertation). Karadeniz Teknik University Graduate School of Educational Sciences, Trabzon.
  • Sağlam, D. (2016). The effect of flipped classroom model on the academic achievements and attitudes of students in English language teaching, (Master’s thesis). Bülent Ecevit University Graduate School of Social Sciences, Zonguldak.
  • Sidekli, S. & Uysal, H. (2017). An examination of graduate theses made for writing education: A meta-analysis study. Turkish Studies, 12(25), 705-720.
  • Sönmez, H. İ. (2019). The effect of teaching performed in the flipped the history of Turkish Republic Revolution and Kemalism classroom by using Educational Informatics Network on students' academic success and attitudes, (Master’s thesis). Amasya University Graduate School of Social Sciences, Amasya.
  • Tan, C., Yue, W.G. & Fu, Y. (2017). Effectiveness of flipped classrooms in nursing education: Systematic review and meta-analysis. Chinese Nursing Research, 4, 192-200.
  • Tarhan, G. F. (2019). Teaching of ethics and security unit with the approach of flipped learning and gamification in the fifth grade information technologies and software course, (Master’s thesis). Balıkesir University Graduate School of Natural and Applied Sciences, Balıkesir.
  • Tekin, O. (2018). Flipped classroom in high school mathematics: A mixed design study, (Doctoral dissertation). Tokat Gazi Osmanpaşa University Graduate School of Educational Sciences, Tokat.
  • Topan, B. (2019). The effect of learning environment based on flipped classroom on statistical literacy levels of middle school students, (Doctoral dissertation). Trabzon University Graduate School of Educational Sciences, Trabzon.
  • Turan, Z. (2015). The evaluation of flipped classroom method and examination of its effects on academic achievement, cognitive load and motivation, (Doctoral dissertation). Atatürk University Graduate School of Educational Sciences, Erzurum.
  • Umutlu, D. (2016). Effects of different video modalities on writing achievement in flipped Englısh classes, (Master’s thesis). Boğaziçi University Graduate School of Social Sciences, İstanbul.
  • Uzun, E. (2019). The investigation of the effect of the application of flipped classroom on 7th class social studies in the production distribution and consumption unit on academic achievement, (Master’s thesis). Aksaray University Graduate School of Social Sciences, Aksaray.
  • Üstün, U. & Eryılmaz, A. (2014). A Research Methodology to Conduct Effective Research Syntheses: Meta-Analysis. Education and Science, 174, 1-32. http://dx.doi.org/10.15390/EB.2014.3379
  • Yavuz, M. (2016). An investigation into the effects of flipped classroom applications on the academic success and experiences of the students at secondary school, (Master’s thesis). Atatürk University Graduate School of Educational Sciences, Erzurum.
  • Yıldız, Y. (2017). Examining of the effect of flipped learning model on flute education on academic achievement, motivation and performance of students (Doctoral dissertation). Marmara University Graduate School of Educational Sciences, İstanbul.
  • Yurtlu, S. (2018). Effect of the flipped classroom model on students achievement and views in science education, (Master’s thesis). Muş Alparslan University Graduate School of Natural and Applied Sciences, Muş.

Analysis of Postgraduate Theses on Flipped Learning: A Meta-Analysis Study

Year 2023, Volume: 9 Issue: 3, 240 - 254, 31.12.2023

Abstract

Today’s social, technological, etc. developments affect the field of education as well as many fields. This interaction has also caused changes in the qualities we aim to impart to individuals. One of the reflections of these changes in our educational life is trying to equip the individual with the targeted qualifications by using new approaches, models, methods and techniques. Flipped learning, which has gained greater importance in our educational lives recently, is one of the learning methods that can serve this goal. It is possible to come across many studies in the literature indicating that flipped learning can contribute to the accomplishment of the specified goal by improving both academic achievement and pedagogical outcomes. Therefore, it was thought that a meta-analysis of these studies should be carried out. In this context, the current study aimed to analyze postgraduate theses in the field of flipped learning. To this end, a search was made for the studies to be included in the study, and 40 postgraduate theses conducted between April 2015 and 2020 that met the determined criteria were included in the study. Comprehensive Meta-Analysis (CMA) program was used to calculate the effect size of each study that was decided to be included in the meta-analysis and overall effect size. As a result of the analysis carried out according to the random effects model, the overall effect size value was calculated to be 0.862. The findings obtained in the study were interpreted according to Cohen (1998) and it was concluded that the theses on flipped learning had a large effect.

References

  • Akçor, G. (2018). Exploring the perceptions of pre-service English language teachers of flipped classroom, (Master's thesis). Hacettepe University Graduate School of Educational Sciences, Ankara.
  • Akdeniz, E. (2019). The effect of the flipped classroom model on academic achievement, attitude and retention, (Master's thesis). Necmettin Erbakan University Graduate School of Educational Sciences, Konya.
  • Akgün, M. (2015). The effect of flipped classroom on students' academic achievement and views, (Master's thesis). Fırat University Graduate School of Educational Sciences, Elazığ.
  • Aksoy, İ. (2020). Flipped classroom applications in secondary science teaching, (Master's thesis). Kastamonu University Graduate School of Natural and Applied Sciences, Kastamonu.
  • Alsancak-Sırakaya, D. (2015). The effect of flipped classroom model on academic achievement, self-directed learning readiness and motivation, (Master's thesis). Gazi University Graduate School of Educational Sciences, Ankara.
  • Ayçiçek, B. (2018). An investigation of technology-enhanced flipped classroom model applications effect on high school students' classroom engagement, academic achievement and classroom life perceptions in teaching English, (Doctoral dissertation). Mersin University Graduate School of Educational Sciences, Mersin.
  • Aydın, B. (2016). The effects of flipped classroom model on academic achievement, homework/task stress level and transfer of learning, (Master's thesis). Süleyman Demirel University Graduate School of Educational Sciences, Isparta.
  • Aydın, B. & Demirer, V. (2017). A comprehensive analysis of the studies conducted in the framework of flipped classroom model. Educational Technology Theory and Practice, 7(1), 57-82. https://doi.org/10.17943/etku.288488
  • Aydın, G. (2016). The investigation of the effect of flipped classroom model on undergraduate students' attitude, self-efficacy and academic achievement towards programming, (Master's thesis). Dokuz Eylül University Graduate School of Educational Sciences, İzmir.
  • Bergmann, J. & Sams, A. (2012). Flip your classroom, reach every student in every class every day. Washington, DC: Eugene, OR: International Society for Technology in Education (ISTE).
  • Bolatlı, Z. (2018). Determining the academic achievement of students who use flipped classroom method supported by mobile application and their views on cooperative learning, (Master's thesis). Selçuk University Graduate School of Educational Sciences, Konya.
  • Bulut, C. (2018). Impact of flipped classroom model on EFL learners' grammar achievement: Not only inversion, but also integration, (Master's thesis). Yeditepe University Graduate School of Educational Sciences, İstanbul.
  • Bursa, S. (2019). The effect of flipped classroom practices on students' academic achievement and responsibility levels in social studies course, (Doctoral dissertation). Anadolu University Graduate School of Educational Sciences, Eskişehir.
  • Ceylaner, S. (2016). Effects of flipped classroom on students' self- directed learning readiness and attitudes towards English lesson in 9th grade English language teaching, (Doctoral dissertation). Mersin University Graduate School of Educational Sciences, Mersin.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Cooper, H., Hedges, L. V. & Valentine, J. C. (2019). The handbook of research synthesis and meta-analysis. New York: Russell Sage Foundation
  • Çakar, V. (2019). The effect of using flipped classroom model in physics on learning products, (Doctoral dissertation). Zonguldak Bülent Ecevit University Graduate School of Natural and Applied Sciences, Zonguldak.
  • Çakır, E. (2017). The effect of flipped classroom on 7th grade students' academic achievement, cognitive risk taking skills and computational thinking skills in science education classroom, (Master's thesis). Ondokuz Mayıs University Graduate School of Educational Sciences, Samsun.
  • Çakır, R., Adsay, C. & Akgül Uğur, Ö. (2019). The effect of flipped classroom model and web 2.0 softwareon computational thinking skills, activity experience and spatial thinking skills. Mersin University Journal of the Faculty of Education. 15(3), 845-866. https://doi.org/10.17860/mersinefd.528764
  • Çakıroğlu, Ü. & Öztürk, M. (2017). Flipped classroom with problem based activities: Exploring self-regulated learning in a programming language course. Educational Technology and Society. 20(1), 337–349.
  • Çukurbaşı, B. (2016). Examine the effect of the problem based learning activities supported via flipped classroom and lego-logo practices on the high school students' success and their motivation (Doctoral dissertation). Sakarya University Graduate School of Educational Sciences, Sakarya.
  • Debbağ, M. (2018). The effectiveness of the flipped classroom model designed for teaching principles and methods course curriculum, (Doctoral dissertation). Bolu Abant İzzet Baysal University Graduate School of Educational Sciences, Bolu.
  • Dinçer, N. (2020). The effects of flıpped learnıng model on efl students’ grammar profıcıency and learner autonomy, (Master’s thesis). Bahçeşehir University Graduate School of Educational Sciences, İstanbul.
  • Dinçer, S. (2014). Applied meta-analysis research in educational sciences. Ankara: Pegem.
  • Duman, İ. (2019). The effect of flipped classroom model incorporating activity-based learning on students' academic achievement and learning motivation, (Doctoral dissertation). Sakarya University Graduate School of Educational Sciences, Sakarya.
  • Durak-Üğüten, S. & Balcı, Ö. (2017). Flipped learning. Journalof Suleyman Demirel University Institute of Social Sciences, 26,1.
  • Dursunlar, E. (2018). The effect of flipped classroom on academic success of seventh social studies grade students about living democracy unit, (Master’s thesis). Atatürk University Graduate School of Educational Sciences, Erzurum.
  • Flipped Learning Network (2013). A review of flipped learning. Arrived from https://flippedlearning.org/wp-content/uploads/2016/07/LitReview_FlippedLearning.pdf 10 May 2020.
  • Göğebakan-Yıldız, D. & Kıyıcı, G. (2016). Effect of the flipped classroom on prospective teachers’s academıc achievement, metacognitive awareness and epistemological beliefs. Manisa Celal Bayar University Social Studies Journal, 14(3), 405-426. https://doi.org/10.18026/cbusos.70886
  • Gök, D. (2016). The effect of an onlıne flipped reading classroom model on pre-servıce English language teachers’ foreign language reading anxiety, (Master’s thesis). Süleyman Demirel University Graduate School of Educational Sciences, Isparta.
  • Gökdemir, A. (2018). Flipped learning in pre-service social studies teacher education: A mixed-method study, (Doctoral dissertation). Afyon Kocatepe University Graduate School of Social Sciences, Afyonkarahisar.
  • Güç, F. (2017). Rasyonel sayılar ve rasyonel sayılarda işlemler konusunda ters-yüz sınıf uygulamasının etkileri, (Master’s thesis). Amasya University Graduate School of Natural and Applied Sciences, Amasya.
  • Güven-Demir, E. (2018). Effect of applications based on flipped classroom on academic achievement and planning skills of 4th grade primary school students, (Doctoral dissertation). Ondokuz Mayıs University Graduate School of Educational Sciences, Samsun.
  • Hew, K. F. & Lo, C. K. (2018). Flipped classroom improves student learning in health professions education: Ameta-analysis. BMC Medical Education. 18, 38.
  • İyitoğlu,O. (2018). The impact of flipped classroom model on EFL learners' academic achievement, attitudes and self-efficacy beliefs: A mixed method study, (Doctoral dissertation). Yıldız Teknik University Graduate School of Educational Sciences, İstanbul.
  • Kalafat, H. Z. (2019). The examination of the effect of lecture designed with flipped classroom model on 7th grader students' academic achievement, (Master’s thesis). Marmara University Graduate School of Educational Sciences, İstanbul.
  • Kaldırım, A. & Tavşanlı, Ö. F. (2018). The effect of collaborative learning approach on students’ academic achievement in turkish courses in Turkey: A meta-analysis study Education and Science, 43(194), 185-205. http://dx.doi.org/10.15390/EB.2018.7553
  • Kaman, N. (2020). An experimental study on efficieny of flipped classroom model in English language teaching, (Master’s thesis). Kırşehir Ahi Evran University Graduate School of Social Sciences, Kırşehir.
  • Kansızoğlu, H. B. (2018). The effect of flipped classroom model-based writing teaching on metacognitive awareness level, writing success and writing anxiety of students, (Doctoral dissertation). Gazi University Graduate School of Educational Sciences, Ankara.
  • Kaptanoğlu, Ş. N. (2018). The effect of flipped classroom model-based writing teaching on metacognitive awareness level, writing success and writing anxiety of students, (Master’s thesis). Dokuz Eylül University Graduate School of Educational Sciences, İzmir.
  • Kara, C. O. (2016). Flipped Classroom. The World of Medical Education, 45, 12-26.
  • Karagöl, İ. & Esen, E. (2019). The Effect of Flipped Classroom Approach on Academic Achievement: A Meta-Analysis Study. Hacettepe University Journal of Education, 34(3), 708-727. https://doi.org/10.16986/HUJE.2018046755
  • Karakurt, L. (2018). Flipped and blended grammar ınstructıon for b1 level efl classes at tertıary education, (Master’s thesis). Hacettepe University Graduate School of Educational Sciences, Ankara.
  • Karaman, B. (2018). The usage of the flipped classroom model in the 'Living democracy' unit of the social studies course in the 7th grade, (Doctoral dissertation). Aydın Adnan Menderes University Graduate School of Social Sciences, Aydın.
  • Kozikoğlu, İ. (2019). Analysis of the studies concerning flipped learning model: A comparative meta-synthesis study. International Journal of Instruction, 12(1), 851-868.
  • Nayci, Ö. (2017). The evaluation of implementation of flipped class model in the teaching of social studies, (Doctoral dissertation). Ankara University Graduate School of Educational Sciences, Ankara.
  • Orhan, A. (2019). The effect of flipped learning on students’ academic achievement: A meta-analysis study. Cukurova University Faculty of Education Journal, 48(1), 368-396. https://doi.org/10.14812/cufej.400919
  • Ök, S. (2019). Investigation of academic achievement and self-regulation of students in flipped classroom, (Master’s thesis). Balıkesir University Graduate School of Natural and Applied Sciences, Balıkesir.
  • Özdemir, A. (2016). Flipped classroom model practice focused on blended learning in secondary mathematics education, (Doctoral dissertation). Gazi University Graduate School of Educational Sciences, Ankara.
  • Öztürk, S. (2016). The effect of flip learning method on the students' academic achievement, computer attitudes and self-directed learning skills in programming language teaching, (Master’s thesis). Ankara University Graduate School of Educational Sciences, Ankara.
  • Öztürk, M. (2018). Investigating the students' development of self-regulated learning skills in a flipped classroom model: Case of foreign language course, (Doctoral dissertation). Karadeniz Teknik University Graduate School of Educational Sciences, Trabzon.
  • Sağlam, D. (2016). The effect of flipped classroom model on the academic achievements and attitudes of students in English language teaching, (Master’s thesis). Bülent Ecevit University Graduate School of Social Sciences, Zonguldak.
  • Sidekli, S. & Uysal, H. (2017). An examination of graduate theses made for writing education: A meta-analysis study. Turkish Studies, 12(25), 705-720.
  • Sönmez, H. İ. (2019). The effect of teaching performed in the flipped the history of Turkish Republic Revolution and Kemalism classroom by using Educational Informatics Network on students' academic success and attitudes, (Master’s thesis). Amasya University Graduate School of Social Sciences, Amasya.
  • Tan, C., Yue, W.G. & Fu, Y. (2017). Effectiveness of flipped classrooms in nursing education: Systematic review and meta-analysis. Chinese Nursing Research, 4, 192-200.
  • Tarhan, G. F. (2019). Teaching of ethics and security unit with the approach of flipped learning and gamification in the fifth grade information technologies and software course, (Master’s thesis). Balıkesir University Graduate School of Natural and Applied Sciences, Balıkesir.
  • Tekin, O. (2018). Flipped classroom in high school mathematics: A mixed design study, (Doctoral dissertation). Tokat Gazi Osmanpaşa University Graduate School of Educational Sciences, Tokat.
  • Topan, B. (2019). The effect of learning environment based on flipped classroom on statistical literacy levels of middle school students, (Doctoral dissertation). Trabzon University Graduate School of Educational Sciences, Trabzon.
  • Turan, Z. (2015). The evaluation of flipped classroom method and examination of its effects on academic achievement, cognitive load and motivation, (Doctoral dissertation). Atatürk University Graduate School of Educational Sciences, Erzurum.
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Details

Primary Language English
Subjects Curriculum and Instration (Other)
Journal Section Article
Authors

Özkan ÇELİK 0000-0002-8490-9419

Hale ÇOKÇALIŞKAN 0000-0003-4367-7241

Early Pub Date December 31, 2023
Publication Date December 31, 2023
Submission Date November 23, 2023
Acceptance Date December 30, 2023
Published in Issue Year 2023 Volume: 9 Issue: 3

Cite

APA ÇELİK, Ö., & ÇOKÇALIŞKAN, H. (2023). Analysis of Postgraduate Theses on Flipped Learning: A Meta-Analysis Study. Eğitim Kuram Ve Uygulama Araştırmaları Dergisi, 9(3), 240-254.