Uygulamalı Derslerde Ters Yüz Sınıf Modeline Bütüncül Bakış: Akademik Başarı, Öz-Düzenleme ve Öz-Yeterlik Etkisinin İncelenmesi

Abstract

Bu araştırma, ters yüz sınıf uygulamasının üniversite öğrencilerinin akademik başarıları, akademik öz-yeterlik algıları ve çevrim içi öz-düzenleme becerilerindeki değişim üzerindeki rolünü incelemeyi amaçlamaktadır. Araştırma, bir üniversitenin Bilgisayar Programcılığı bölümünde öğrenim gören 43 öğrenci ile yürütülmüş ve deneysel araştırma yöntemlerinden tek grup ön test-son test deseni kullanılmıştır. Dört haftalık uygulama sürecinde öğrenciler ders içeriklerini ders öncesinde çevrim içi ortamda incelemiş, ders saatlerinde ise bilgisayar laboratuvarında uygulamalı etkinliklere katılmışlardır. Bulgular, ters yüz sınıf uygulaması sonrasında öğrencilerin akademik başarılarında ve çevrim içi öz-düzenleme becerilerinde istatistiksel olarak anlamlı artışlar olduğunu göstermiştir. Buna karşılık akademik öz-yeterlik algısında gözlenen artış istatistiksel olarak anlamlı bulunmamıştır. Elde edilen sonuçlar, dört haftalık ters yüz sınıf uygulamasının öğrencilerin öğrenme süreçlerini planlama, izleme ve düzenleme gibi öz-düzenleme becerilerini desteklediğini ve bu gelişimin akademik başarıya olumlu yansıyabildiğini göstermektedir. Bununla birlikte akademik öz-yeterlik gibi görece daha kalıcı duyuşsal yapıların anlamlı biçimde değişebilmesi için daha uzun süreli ve sistematik uygulamalara ihtiyaç duyulabileceği düşünülmektedir. Sonuç olarak çalışma ters yüz sınıf modelinin özellikle uygulamalı ve teknoloji temelli derslerde öğrencilerin bilişsel ve öz-düzenleyici öğrenme çıktılarının desteklenmesinde işlevsel bir öğretim yaklaşımı olarak değerlendirilebileceğine işaret etmektedir.

Keywords

• Ters yüz sınıf
• Çevrim içi öz-düzenleme
• Akademik öz-yeterlik
• Akademik başarı

A Holistic View of the Flipped Classroom Model in Applied Courses: Examining the Effects on Academic Achievement, Self-Regulation and Self-Efficacy

Abstract

This study aims to examine the role of the flipped classroom approach in changes in university students’ academic achievement, academic self-efficacy perceptions, and online self-regulation skills. The study was conducted with 43 students enrolled in the Computer Programming Department of a university and employed a single-group pretest–posttest design, one of the experimental research methods. During the four-week implementation period, students examined course content online prior to class and participated in applied activities in the computer laboratory during class sessions. The findings indicated that, following the flipped classroom implementation, there were statistically significant increases in students’ academic achievement and online self-regulation skills. In contrast, the increase observed in academic self-efficacy perceptions was not statistically significant. The results suggest that a four-week flipped classroom implementation supports students’ self-regulation skills, such as planning, monitoring, and regulating their learning processes, and that this development may positively reflect on academic achievement. However, it is considered that more stable affective constructs, such as academic self-efficacy, may require longer-term and more systematic implementations to demonstrate meaningful change. In conclusion, the study indicates that the flipped classroom model can be considered a functional instructional approach in supporting students’ cognitive and self-regulatory learning outcomes, particularly in applied and technology-based courses.

Keywords

• Flipped classroom
• Online self-regulation
• Academic self-efficacy
• Academic achievement

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