TERSYÜZ SINIF MODELİ ÖĞRENCİLERİN MOTİVASYON, PERFORMANS VE TUTUMLARINI NASIL ETKİLER?

Abstract

Harmanlanmış öğrenmenin bir türü olan tersyüz sınıf modeli, yükseköğretimde esnek ve etkili öğrenme ortamları oluşturmak için kullanılan modellerden biridir. Konusunu tersyüz sınıf modelinden alan bu deneysel çalışmada, yükseköğretimde çoklu ortam destekli tersyüz sınıf modeli ile teknoloji destekli yüz yüze sınıf modeli karşılaştırılmıştır. Çalışmada iki modelin öğrencilerin öğretim materyaline yönelik motivasyon, performans ve konuya yönelik tutumları üzerindeki etkilerini araştırmak amaçlanmıştır. Bu amaçla, iki grup oluşturulmuş ve 4 hafta boyunca toplam 26 öğrenciye uygulama yapılmıştır. Çalışmada verilerin analizinde tekrarlı ölçümler için tek faktörlü ANOVA ile nitel araştırma yöntemleri kullanılmıştır. Çalışma sonuçları, çoklu ortam destekli tersyüz sınıf modelinin öğrencilerin öğretim materyaline yönelik motivasyonlarını anlamlı derece artırdığını; fakat performans ve konuya yönelik tutum üzerinde anlamlı etkisi olmadığını göstermektedir.

Keywords

• tersyüz sınıf modeli
• harmanlanmış öğrenme
• yükseköğretim

HOW DOES THE FLIPPED CLASSROOM MODEL AFFECT STUDENTS' MOTIVATION, PERFORMANCE AND ATTITUDE?

Abstract

The flipped classroom model, a type of blended learning, has become a promising model for building flexible and effective learning environments in higher education. Much of the experimental research on blended learning defines a treatment as an independent variable and compares it with a control group to explore a significant difference. However, this research used two treatment groups consisting of a multimedia-enhanced flipped classroom model and a technology supported face-to-face (f2f) classroom model instead of using only a control group. This study aims to investigate the effects of two models on students’ instructional material motivation, performance, and attitude toward the subject. We employed a repeated measures design with two models and qualitative methods. A total of 26 university students in two groups participated in the study for four weeks. The results indicated that the instructional material motivation score for the multimedia-enhanced flipped classroom model group was significantly higher than the other group. Moreover, the descriptive results showed an increase in learning performance and attitude score for the multimedia-enhanced flipped classroom group but did not reveal a significant difference in favor of it. The results indicated that the multimedia-enhanced flipped classroom model significantly improved the instructional material motivation of higher education students. Various teaching strategies and interactive animations in this model could help students learn more effectively. In sum, this study provides guidance to help researchers who are designing teaching activities and interactive resources for flipped classroom model.

Keywords

• Flipped Classroom Model
• blended learning
• higher education

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