AN ANALYTICAL STUDY RELATED LEARNING WITH FLIPPED CLASSROOMS MODEL

Year 2017, Volume: 14 Issue: 38, 1 - 11, 28.07.2017

Okan Sarıgöz

Abstract

The Flipped Classroom Model is a student-centered
learning model in which students effectively assimilate subjects in the
classroom, where they often perform their learning out of school with materials
such as narrative, film, presentation, or video. The purpose of this study is
to examine the effect of the Flipped Classroom Model on the academic success of
prospective teachers.   Experimental
pattern model with pretest-posttest control group was used in the study. One
experimental and the other control group were determined for the study. The
study group of the investigation is the second grade students who study at the
Department of Elementary Teacher Education in Mustafa Kemal University Faculty
of Education in 2016-2017 academic years. The study continued 6 weeks. An
achievement test was developed previously by the researcher and the developed achievement
test was applied twice to the groups as pretest and posttest for the study. The
Cronbach Alpha coefficient, which is the coefficient of validity and
reliability of the achievement test was calculated and it was determined as 0.83.
As a result of the research, as a result of the research, the academic achievement of all
the students who are studying according to both the traditional education
system and the Flipped classroom model increased. However, the academic achievement of the
students who are studying according to Flipped classroom
model  increased more than the academic achievement of students
who are studying according to the traditional education system.

Keywords

Inverted Classroom Model, Flipped Classroom Model, Transformed Learning Model, Inverse Learning Model

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