AN INVESTIGATION OF THE EFFECTS OF THE FLIPPED CLASSROOM MODEL ON THE ACADEMIC SUCCESS AND EXPERIENCE OF SECONDARY SCHOOL STUDENTS

Yıl 2021, Cilt: 21 Sayı: 4, 1127 - 1144, 15.12.2021

Mehmet Yavuz Selçuk Karaman

https://doi.org/10.17240/aibuefd.2021..-918498

Cited By: 3

Öz

This study aims to examine the effects of the flipped classroom model (FCM) on students' academic achievement and the experiences of these students in the FCM model. A mixed-methods design was used in the study. The effects of the model on academic achievement were examined quantitatively. The sample consisted of a total of 27 participants: experimental group (n=13) and control group (n=14). Student experiences about the model in the experimental group were examined qualitatively. Independent t-test was used in the quantitative aspect of the study and content analysis was used for qualitative analysis. The results showed no significant difference between the experimental and the control group regarding academic achievement. For content analysis, two themes were formed: the advantages of the model and the difficulties encountered. Regarding the advantages of the model, it was found that the students liked the model, that it increased motivation in the lesson and that the time passed swiftly in the classes. It was also concluded that learning took place independently of time and place when the model was used and that the students did not fall behind in the courses. Regrading the difficulties encountered, it was seen that the model made technology a necessity, and that it was obligatory to have the internet and a computer. In addition, it was found that the duration and quality of the videos needed to be adjusted. Otherwise, a decrease in motivation and disruption of learning would occur.

Anahtar Kelimeler

Flipped classroom, academic achievement, content analysis

TERS YÜZ SINIF MODELİNİN ORTAÖĞRETİM DÜZEYİNDEKİ ÖĞRENCİLERİN AKADEMİK BAŞARILARINA VE DENEYİMLERİNE ETKİSİNİN İNCELENMESİ

Öz

Çalışmanın amacı ters yüz sınıf (TYS) modelinin öğrencilerin akademik başarılarına etkisini ve öğrencilerin model hakkındaki deneyimlerini incelemektir. Bu kapsamda çalışmada nicel ve nitel araştırma yöntemlerinin bir arada kullanıldığı eş zamanlı çeşitleme karma yöntemi tercih edilmiştir. Nicel boyutta 27 kişilik bir örneklem grubu ile deney grubu (n=13) ve kontrol grubu (n=14) esasına göre modelin akademik başarıya etkisi incelenmiştir. Nitel boyutta ise deney grubuna uygulanan model hakkındaki öğrenci deneyimleri incelenmiştir. Çalışma sürecinde elde edilen nicel veriler bağımsız t testi kullanılarak analiz edilirken, nitel veriler ise içerik analizi kullanılarak analiz edilmiştir. Çalışma sonucunda deney ve kontrol grupları arasında akademik başarı açısından anlamlı farklılık görülmemiştir. İçerik analizi sonucunda “modelin artıları” ve “karşılaşılan güçlükler” şeklinde iki tema oluşmuştur. Modelin artılarında modelin öğrenciler tarafından sevildiği, derste motivasyonu artırdığı ve zamanın nasıl geçtiğinin anlaşılmadığı ifade edilmiştir. Ayrıca model ile zaman ve mekândan bağımsız öğrenmelerin gerçekleştiği ve dersten geri kalınmadığı ifade edilmiştir. Karşılaşılan güçlükler temasında ise modelin teknolojiyi ihtiyaç hâline getirdiği, internet ve bilgisayara sahip olmanın zorunluluk olduğu görülmüştür. Ayrıca videoların süresi ve kalitesinin iyi ayarlanması gerektiği, aksi takdirde motivasyon düşüklüğüne neden olup sürecin aksamasına yol açtığı ifade edilmiştir.

Anahtar Kelimeler

Ters yüz sınıf modeli, akademik başarı, içerik analizi

Kaynakça

• Abeysekera, L., & Dawson, P. (2014). Motivation and cognitive load in the flipped classroom: Definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1–14. https://doi.org/10.1080/07294360.2014.934336
• Aidinopoulou, V., & Sampson, D. G. (2017). An action research study from implementing the flipped classroom model in primary school history teaching and learning. Journal of Educational Technology & Society, 20(1), 237-247.
• Akgün, E. (2019). 2023 eğitim vizyonunda dijital dönüşüm. https://setav.org/assets/uploads/2019/03/233p.pdf
• Al-Abdullatif, A. M. (2020). Investigating self-regulated learning and academic achievement in an eLearning environment: The case of K-12 flipped classroom. Cogent Education, 7(1), 1835145. https://doi.org/10.1080/2331186X.2020.1835145
• Alamri, M. M. (2019). Students' academic achievement performance and satisfaction in a flipped classroom in Saudi Arabia. International Journal of Technology Enhanced Learning, 11(1), 103-119. https://doi.org/10.1504/IJTEL.2019.096786
• Alsancak Sırakaya, D. & Seferoğlu, S. S. (2017). Ters yüz sınıf modelinde bireysel özelliklerin rolüyle ilgili bir değerlendirme. H. F. Odabaşı, B. Akkoyunlu & A. İşman (Ed.), Eğitim teknolojileri okumaları 2017 içinde (ss. 725-754). TOJET.
• Ali, M. M., Yasmin, T., & Khizar, N. U. (2021). The application of flipped classroom approach on the academic performance of Pakistani ESL learners. Elementary Education Online, 20(5), 2552-2561.
• Aslan, A. (2020). Ters yüz edilmiş sınıf öğretim modeli ve coğrafya derslerinde uygulanabilirliği üzerine bir değerlendirme. Ağrı İbrahim Çeçen Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 6(2), 51-69.
• Ayçiçek, B. (2018). Teknoloji destekli ters yüz sınıf modeli uygulamalarının İngilizce öğretiminde lise öğrencilerinin derse katılımları, akademik başarıları ve sınıf yaşamı algıları üzerindeki etkisinin incelenmesi [Doktora tezi, Mersin Üniversitesi]. https://tez.yok.gov.tr/UlusalTezMerkezi/TezGoster?key=T1mWGp9MngYYkCSgiJvtVsM_D-tNtnX-UU1yks8MU9BKTofiD0VZw65IBqf4xl3n
• Aydemir, E. (2019). The impact of flipped classroom approach on the reading and writing achievement self-regulated learning, and classroom interaction of pre-service English teachers [Doctoral dissertation, Bahçeşehir University]. https://tez.yok.gov.tr/UlusalTezMerkezi/TezGoster?key=jNRDC1RLfVd4_T7x7ZXmmedSmbpSty01TkHiH4Uv--ba8k5DpwzR7CiPacF9HxyE
• Aydın, B. & Demirer, V. (2017). Ters yüz sınıf modeli çerçevesinde gerçekleştirilmiş çalışmalara bir bakış: İçerik analizi. Eğitim Teknolojisi Kuram ve Uygulama, 7(1), 57-82.
• Basal, A. (2015). The implementation of a flipped classroom in foreign language teaching. Turkish Online Journal of Distance Education, 16(4), 28-37.
• Beatty, B. J., Merchant, Z., & Albert, M. (2019). Analysis of student use of video in a flipped classroom. Tech Trends, 63(4), 376–385. https://doi.org/10.1007/s11528-017-0169-1
• Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Washington: International society for technology in education. Business Education & Accreditation, 6(1), 63-71.
• Cabı, E. (2018). The impact of the flipped classroom model on students' academic achievement. International Review of Research in Open and Distributed Learning, 19(3), 202-221.
• FLN. (2014). “What is flipped learning?”. https://flippedlearning.org/definition-of-flipped-learning/
• Foldnes, N. (2016). The flipped classroom and cooperative learning: Evidence from a randomized experiment. Active Learning in Higher Education, 17(1), 39–49. https://doi.org/10.1177%2F1469787415616726
• Gariou-Papalexiou, A., Papadakis, S., & Georgiadu, I. (2017). Implementing a flipped classroom: A case study of biology teaching in a Greek high school. Turkish Online Journal of Distance Education, 18(3), 47-65.
• Garner, B., & Chan, M. (2019). Student perceptions of learning and engagement in a flipped versus lecture course. Business and Professional Communication Quarterly, 82(3), 357–369. https://doi.org/10.1177/2329490619833173
• Ghanaat, H., & Habibzadeh, A. (2021). Analyzing the impact of flipped classroom on students' mathematical academic achievement and attitude towards mathematics. Research in Curriculum Planning, 17(67), 183-196. https://dx.doi.org/10.30486/jsre.2021.1909828.1736
• Gökdaş, İ. & Gürsoy, S. (2018). İlkokullarda dönüştürülmüş sınıf modelinin matematik dersindeki akademik başarı ve motivasyona etkisi. Akdeniz Eğitim Araştırmaları Dergisi, 12(26), 159-174.
• Graham, M., McLean, J., Read, A., Suchet-Pearson, S., & Viner, V. (2017). Flipping and still learning: Experiences of a flipped classroom approach for a third-year undergraduate human geography course. Journal of Geography in Higher Education, 41(3), 403–417. https://doi.org/10.1080/03098265.2017.1331423
• Halasa, S., Abusalim, N., Rayyan, M., Constantino, R. E., Nassar, O., Amre, H., ... & Qadri, I. (2020). Comparing student achievement in traditional learning with a combination of blended and flipped learning. Nursing Open, 7(4), 1129-1138. https://doi.org/10.1002/nop2.492
• Hawks, S. J. (2014). The flipped classroom: Now or never? AANA Journal, 82(4), 264-269.
• Hayırsever, F. & Orhan, A. (2018). Ters yüz edilmiş öğrenme modelinin kuramsal analizi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 14(2), 572-596. https://doi.org/ 10.17860/mersinefd.431745
• Herreid, C. F., & Schiller, N. A. (2013). Case studies and the flipped classroom. Journal of College Science Teaching, 42(5), 62-66.
• Hung, H. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81-96. https://doi.org/10.1080/09588221.2014.967701
• Jdaitawi, M. (2019). The effect of flipped classroom strategy on students learning outcomes. International Journal of Instruction, 12(3), 665– 680. https://doi.org/10.29333/iji.2019.12340a
• Kansızoğlu, H. B., & Cömert, Ö. B. (2021). The effect of teaching writing based on flipped classroom model on metacognitive writing awareness and writing achievements of middle-school students. Eğitim ve Bilim, 46(205), 279-302. https://doi.org/10.15390/EB.2020.8823
• Kara, C. O. (2015). Ters yüz sınıf. Toraks Cerrahisi Bülteni, 9(3), 224-228. https://doi.org/10.5152/tcb.2015.064
• Kara, C. O. (2016). Ters yüz sınıf. Tıp Eğitimi Dünyası, 15(45), 12-26.
• Kayan, M. F. (2020). Evde ders okulda ödev modelinin akademik başarı, kalıcılık ve sınıf iklimi üzerindeki etkisi. [Doktora Tezi, Düzce Üniversitesi]. https://tez.yok.gov.tr/UlusalTezMerkezi/TezGoster?key=aEzj_IdWAsjiSAfK3qwrBqYSSs5-3SuX5tM_foct8gfJ1BKUOhSUn8QMcCn_cxXU
• Kazanidis, I., Pellas, N., Fotaris, P., & Tsinakos, A. (2018). Can the flipped classroom model improve students’ academic performance and training satisfaction in higher education instructional media design courses? British Journal of Educational Technology, 50(4), 2014–2027. https://doi.org/10.1111/bjet.12694
• Koç, S. (2016). The influence of flipped learning on attitudes of students towards technology in 8th grade math lesson. International Journal of Humanities and Social Science Invention, 5(11), 61-68.
• Kostaris, C., Sergis, S., Sampson, D. G., Giannakos, M. N., & Pelliccione, L. (2017). Investigating the potential of the flipped classroom model in K-12 ICT teaching and learning: An action research study. Educational Technology and Society, 20(1), 261–273.
• MacKinnon, G. (2015). Determining useful tools for the flipped science education classroom. Contemporary Issues in Technology and Teacher Education, 15(1), 44-55.
• Mazur, A. D., Brown, B., & Jacobsen, M. (2015). Learning designs using flipped classroom instruction. Canadian Journal of Learning and Technology, 41(2), 1-26. https://doi.org/10.21432/T2PG7P
• Nawi, N. A., Jawawi, R., Matzin, R., Jaidin, J. H., Shahrill, M., & Mundia, L. (2015). To flip or not to flip: The challenges and benefits of using flipped classroom in geography lessons in Brunei Darussalam. Review of European Studies, 7(12), 133-145.
• Özdemir, O. (2017). Türkçe öğretmeni adaylarının yazılı anlatım becerilerinin geliştirilmesinde ters yapılandırılmış sınıf uygulamasının etkisi [Doktora Tezi, Gazi Üniversitesi]. https://dspace.gazi.edu.tr/bitstream/handle/20.500.12602/187085/?sequence=1&isAllowed=y
• Pehlivan, F. & Arabacıoğlu, T. (2020). 2010-2018 yılları arasında Türkiye’de yapılmış dönüştürülmüş sınıf araştırmalarının içerik analizi. Inonu University Journal of the Faculty of Education (INUJFE), 21(2), 894-911. https://doi.org/10.17679/inuefd.686077
• Rudow, J., & Sounny-Slitine, M. A. (2015). The use of web-based video for instruction of GIS and other digital geographic methods. Journal of Geography, 114(4), 168–175. https://doi.org/10.1080/00221341.2014.977932
• Sakar, D. & Uluçınar Sağır, Ş. (2017). Eğitimde ters–yüz çevrilmiş sınıf uygulamaları. International Journal of Social Sciences and Education Research, 3(5), 1904-1916.
• Sammel, A., Townend, G., & Kanasa, H. (2018). Hidden expectations behind the promise of the flipped classroom. College Teaching, 66(2), 49– 59. https://doi.org/10.1080/87567555.2016.1189392
• Schlairet, M. C., Green, R., & Benton, M. J. (2014). The flipped classroom: Strategies for an undergraduate nursing course. Nurse Educator, 39(6), 321-325.
• Schultz, D., Duffield, S., Rasmussen, S. C., & Wageman, J. (2014). Effects of the flipped classroom model on student performance for advanced placement high school chemistry students. Journal of Chemical Education, 91(9), 1334-1339. https://doi.org/10.1021/ed400868x
• Sever, G. (2014). Bireysel çalgı keman derslerinde çevrilmiş öğrenme modelinin uygulanması. Eğitimde Nitel Araştırmalar Dergisi, 2(2), 27-41.
• Shaffer, S. (2016). One high school English teacher: On his way to a flipped classroom. Journal of Adolescent and Adult Literacy, 59(5), 563–573. https://doi.org/10.1002/jaal.473
• Smallhorn, M. (2017). The flipped classroom: A learning model to increase student engagement not academic achievement. Student Success, 8(2), 43-53. https://doi.org/10.5204/ssj.v8i2.381
• Sırakaya, D. A. (2017). Oyunlaştırılmış tersyüz sınıf modeline yönelik öğrenci görüşleri. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 36(1), 114-132.
• Strayer, J. (2009). Inverting the classroom: A study of the learning environment when an intelligent tutoring system is used to help students learn. VDM-Verlag Müller.
• Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation, and task orientation. Learning Environment Research, 15, 171-193. http://dx.doi.org/10.1007/s10984-012-9108-4
• Strelan, P., Osborn, A., & Palmer, E. (2020). The flipped classroom: A meta-analysis of effects on student performance across disciplines and education levels. Educational Research Review, 30, 100314. https://doi.org/10.1016/j.edurev.2020.100314
• Tekin, O., & Sarıkaya, E. E. (2020). Flipped classroom model in high school mathematics. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 9(2), 301-314.
• Temizyürek, F., & Ünlü, N. A. (2015). Dil öğretiminde teknolojinin materyal olarak kullanımına bir örnek: “Flipped Classroom”. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 4(1), 64–72.
• Topalak, Ş. (2016). Çevrilmiş öğrenme modelinin başlangıç seviyesi piyano öğretimine etkisi [Doktora Tezi, İnönü Üniversitesi]. https://tez.yok.gov.tr/UlusalTezMerkezi/TezGoster?key=DPTyuy3wRPq_qvCPSqUB67WBHdteLEQqyOZuKlnzzJXG5pBojHY6ELWXfpzXzVn7
• Triantafyllou, E., & Timcenko, O. (2014). Introducing a flipped classroom for a statistics course: A case study. In The 25th EAEEIE Annual Conference (EAEEIE) (pp. 5-8). IEEE.
• Tsai, C. W., Shen, P. D., & Lu, Y. J. (2015). The effects of problem-based learning with flipped classroom on elementary students’ computing skills: A case study of the production of eBooks. International Journal of Information and Communication Technology Education, 11(2), 32–40. http://dx.doi.org/10.4018/ijicte.2015040103
• Tucker, B. (2012). The flipped classroom. Education Next, 12(1), 82-83.
• Turan, Z. & Göktaş, Y. (2015). Yükseköğretimde yeni bir yaklaşım: Öğrencilerin ters yüz sınıf yöntemine ilişkin görüşleri. Journal of Higher Education & Science/Yüksekögretim ve Bilim Dergisi, 5(2), 156-164.
• Tutal, Ö., & Yazar, T. (2021). Flipped classroom improves academic achievement, learning retention and attitude towards course: A meta-analysis. Asia Pacific Education Review, 1-19. https://doi.org/10.1007/s12564-021-09706-9
• Uçar, H. & Bozkurt, A. (2018). Dönüştürülmüş sınıf 2.0: Bilginin üretimi ve sentezlenmesi. Eğitimde Nitel Araştırmalar Dergisi, 6(3), 143-157. http://dx.doi.org/10.14689/issn.2148-2624.1.6c3s7m
• Wei, X., Cheng, I. L., Chen, N. S., Yang, X., Liu, Y., Dong, Y., & Zhai, X. (2020). Effect of the flipped classroom on the mathematics performance of middle school students. Educational Technology Research and Development, 68(3), 1461-1484. http://dx.doi.org/10.1007/s11423-020-09752-x
• Zhao, L., Liu, X., & Su, Y. S. (2021). The differentiate effect of self-efficacy, motivation, and satisfaction on pre-service teacher students’ learning achievement in a flipped classroom: A case of a modern educational technology course. Sustainability, 13(5), 2888. https://doi.org/10.3390/su13052888
• Zou, D. (2020). Gamified flipped EFL classroom for primary education: Student and teacher perceptions. Journal of Computers in Education, 7(2), 213-228. https://doi.org/10.1007/s40692-020-00153-w