The Effect of Game Integrated Flipped Classroom Application on Primary School 3rd Grade Students

Year 2023, Volume: 5 Issue: 2, 524 - 537, 28.12.2023

Galip Genç , Zülal Ela Aydın

https://doi.org/10.51535/tell.1350501

Abstract

The aim of this study is to examine the effect of the game-integrated flipped classroom application on the mathematics beliefs and motivations of primary school 3rd grade students about length measurement, which is one of the mathematics lesson measurement learning areas. In the study, quasi-experimental design with pretest-posttest group was used. For this purpose, two 3rd graders, one experimental and one control geubu, were determined by random sampling method from public primary schools in Aydın province Efeler district. In the experimental group, the lessons were taught with a game-integrated flipped classroom application; In the control group, the lessons were taught within the scope of the current curriculum. As data collection tools, the 3-point Likert-type “Primary School Mathematics Motivation Scale” and Aksu, developed by Ersoy and Öksüz (2015), The 5-point Likert-type “Beliefs about Mathematics Scale” developed by Demir and Sümer (2002) was used. Since the data obtained from the scales did not show normal distribution, Wilcoxon signed-rank test was used for intragroup comparisons and Mann-Whitney U test was used for intergroup comparisons. According to the results obtained, it was concluded that there was a significant difference in favor of the experimental group in the comparison of the post-test scores of the experimental group and control group students. This shows that the game-integrated flipped classroom application has a positive effect on students' motivation and mathematics belief levels. Considering the positive effect on students' motivation and belief levels, the game-integrated flipped learning approach can be applied to other mathematics subjects as well. Since the data obtained from the scales did not show normal distribution, Wilcoxon signed-rank test was used for intragroup comparisons and Mann-Whitney U test was used for intergroup comparisons. According to the results obtained, it was concluded that there was a significant difference in favor of the experimental group in the comparison of the post-test scores of the experimental group and control group students. This shows that the game-integrated flipped classroom application has a positive effect on students' motivation and mathematics belief levels. Considering the positive effect on students' motivation and belief levels, the game-integrated flipped learning approach can be applied to other mathematics subjects as well. Since the data obtained from the scales did not show normal distribution, Wilcoxon signed-rank test was used for intragroup comparisons and Mann-Whitney U test was used for intergroup comparisons. According to the results obtained, it was concluded that there was a significant difference in favor of the experimental group in the comparison of the post-test scores of the experimental group and control group students. This shows that the game-integrated flipped classroom application has a positive effect on students' motivation and mathematics belief levels. Considering the positive effect on students' motivation and belief levels, the game-integrated flipped learning approach can be applied to other mathematics subjects as well. According to the results obtained, it was concluded that there was a significant difference in favor of the experimental group in the comparison of the post-test scores of the experimental group and control group students. This shows that the game-integrated flipped classroom application has a positive effect on students' motivation and mathematics belief levels. Considering the positive effect on students' motivation and belief levels, the game-integrated flipped learning approach can be applied to other mathematics subjects as well. According to the results obtained, it was concluded that there was a significant difference in favor of the experimental group in the comparison of the post-test scores of the experimental group and control group students. This shows that the game-integrated flipped classroom application has a positive effect on students' motivation and mathematics belief levels. Considering the positive effect on students' motivation and belief levels, the game-integrated flipped learning approach can be applied to other mathematics subjects as well.

Keywords

Game Integrated Flipped Classroom Application, mathematics classes, third grade students

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