Ters Yüz Sınıf Modeli’ nin Öğrencilerin Matematik Başarısı, Tutumu ve Kaygısına Etkisi

Yıl 2024, Cilt: 24 Sayı: 3, 1479 - 1497, 15.09.2024

Recep Bulut , Mehmet Bekdemir

https://doi.org/10.17240/aibuefd.2024..-1407709

Öz

Bu araştırmanın amacı gerçek bir eğitim ortamında uygulanabilir bir Ters Yüz Sınıf Modeli örneğinin öğrencilerin matematik başarısı, tutumu ve kaygısına etkisini incelemektir. Ters Yüz Sınıf Modeli uygulamasında öğrencilerin sınıf dışı çalışmaları için Eğitim Bilişim Ağı’ndan, sınıf içi etkinlikler için ise Matematikle Düşünen Sınıflar teorik çerçevesinden faydalanılmıştır. Araştırmanın yöntemi ön test son test kontrol gruplu yarı deneysel desendir. Araştırmada deney grubu 12 öğrenciden, kontrol grupları ise biri 21, diğeri 23 öğrenci olmak üzere toplam 44 öğrenciden oluşmuştur. Uygulama 16 hafta boyunca devam etmiştir. Veri toplama aracı olarak başarı testi, tutum ölçeği ve kaygı ölçeği kullanılmıştır. Araştırmanın sonuçlarına göre araştırmada kullanılan Ters Yüz Sınıf Modeli örneği, deney grubu öğrencilerinin matematik başarılarını kontrol gruplarına göre anlamlı olarak artırmış ve başarılarının kalıcılığını sağlamıştır. Ancak uygulama sürecinde deney grubu öğrencilerinin tutum ve kaygı puanları değişmemiştir. Araştırmada kullanılan Ters Yüz Sınıf Modeli uygulamasıyla öğrenci başarılarının artması, modelin matematik eğitiminde alternatif bir yöntem olarak kullanılmasının yararlı olabileceği fikrini desteklemektedir. Ters Yüz Sınıf Modelinin öğrencilerin başarılarını artırırken tutum ve kaygılarını neden etkilemediğinin araştırılması önerilmektedir.

Anahtar Kelimeler

Eğitim bilişim ağı, Matematik başarısı, Matematikle düşünen sınıflar, Ters yüz sınıf modeli

The Effect of Flipped Classroom Model on Students' Mathematics Achievement, Attitude and Anxiety

Öz

: Examining how a flipped classroom model affects students' performance, attitudes, and anxiety in a real educational setting is the goal of this research. The Flipped Classroom Model was implemented by using the Mathematics Thinking Classrooms theoretical framework for in-class activities and the Educational Informatics Network for students' activities outside of class. The study's methodology involves a pretest-posttest control group and a quasi-experimental design. In the study, the experimental group consisted of 12 students and the control group consisted of a total of 44 students, one of whom include 21 and the other 23. The study was conducted over a period of 16 weeks. The instruments utilized to collect the data were the anxiety scale, attitude scale, and achievement exam. The study's findings indicate that, when compared to the control groups, the experimental group's students’ mathematics achievement increased significantly as a result of the implementation of the Flipped Classroom Model. The attitude and anxiety levels of the students in the experimental group remained unchanged. The study's adoption of the Flipped Classroom Model resulted in an increase in student achievement, which lends credence to the premise that it can be a helpful alternative way for teaching mathematics

Anahtar Kelimeler

Educational informatics network, Mathematics achievement, Mathematical thinking classrooms, Flipped classroom model

Kaynakça

• Akçayır, G., & Akçayır, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126, 334-345. https://doi.org/10.1016/j.compedu.2018.07.021
• Akkaş, E. N., & Uçar, Z. T. (2020). Toplumun matematik hakkındaki düşünceleri. Batı Anadolu Eğitim Bilimleri Dergisi, 11(2), 473-491.
• Algarni, B., & Lortie‐Forgues, H. (2023). An evaluation of the impact of flipped‐classroom teaching on mathematics proficiency and self‐efficacy in Saudi Arabia. British Journal of Educational Technology, 54(1), 414-435. https://doi.org/10.1111/bjet.13250
• Alviar, J. V., & Solon, L. J. V. (2023). Flipped classroom in post-pandemic: Evaluating gender givide and impact on the student’s achievement in mathematics. International Journal of Multidisciplinary: Applied Business & Education Research, 4(2), https://doi.org/10.11594/ijmaber.04.02.13
• Apriska, E., & Sugiman. (2020). Flipped classroom research trends in mathematics learning in Indonesia. Journal of Physics: Conference Series, 1613(1), 012030. https://iopscience.iop.org/article/10.1088/1742-6596/1613/1/012030/meta
• Arslan, H., & Abdullah, K. (2019). Eba ders modülünün ve vsınıf yazılımının ters yüz sınıf modelinde uygulanabilirliğine yönelik öğretmen görüşleri. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 19(1), 20-36. https://dx.doi.org/10.17240/aibuefd.2019.19.43815-538301
• Bademci, V. (2010). Tartışmayı sonlandırmak: Cronbach’ın alfa katsayısı, iki değerli [0, 1] ölçümlenmiş maddeler ile kullanılabilir. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi, (13), 438-446.
• Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education.
• Bersin, J. (2004). The blended learning book: Best practices, proven methodologies, and lessons learned. John Wiley & Sons.
• Bishop, J., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. Paper presented at 2013 ASEE Annual Conference & Exposition, (pp. 23-1200), Atalanta, Georgia.
• Bolat, Y. (2016). Ters yüz edilmiş sınıflar ve eğitim bilişim ağı (EBA). Journal of Human Sciences, 13(2), 3373-3388.
• Bulut, R. (2019). Oran-orantı konusunun öğretiminde ters yüz sınıf modelinin etkisinin incelenmesi, [Yüksek Lisans Tezi, Erzincan Binali Yıldırım Üniversitesi]. https://tez.yok.gov.tr/UlusalTezMerkezi/
• Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2008). Bilimsel araştırma yöntemleri (18. Baskı). Pegem Akademi.
• Casem, R. Q. (2016). Effects of flipped instruction on the performance and attitude of high school students in mathematics. European Journal of STEM Education, 1(2), 37-44.
• Clark, K. R. (2015). The effects of the flipped model of instruction on student engagement and performance in the secondary mathematics classroom. Journal of Educators online, 12(1), 91-115.
• Dangwal, K. L. (2017). Blended learning: An innovative approach. Universal Journal of Educational Research, 5(1), 129-136.
• Demirer, V., & Aydın, B. (2017). Ters yüz sınıf modeli çerçevesinde gerçekleştirilmiş çalışmalara bir bakış: İçerik analizi. Eğitim Teknolojisi Kuram ve Uygulama, 7(1), 57-82. https://doi.org/10.17943/etku.288488
• Egara, F. O., & Mosimege, M. (2023). Effect of flipped classroom learning approach on mathematics achievement and interest among secondary school students. Education and Information Technologies, 1-20. https://doi.org/10.1007/s10639-023-12145-1
• Erktin, E., Dönmez, G., & Özel, S. (2006). Matematik kaygısı ölçeğinin psikometrik özellikleri. Eğitim ve Bilim, 31(140), 26-33.
• Erol, E. (1989). Prevalence and correlates of math anxiety in Turkish high school students, [Yüksek Lisans Tezi, Boğaziçi Üniversitesi]. https://tez.yok.gov.tr/UlusalTezMerkezi/
• Ferreri, S. P., & O’Connor, S. K. (2013). Redesign of a large lecture course into a small-group learning course. American Journal of Pharmaceutical Education, 77(1), 13. https://doi.org/10.5688/ajpe77113.
• Fredriksen, H. (2021). Exploring realistic mathematics education in a flipped classroom context at the tertiary level. International Journal of Science and Mathematics Education, 19(2), 377-396. https://doi.org/10.1007/s10763-020-10053-1
• Fulton, K. (2012). Upside down and inside out: Flip your classroom to improve student learning. Learning & Leading with Technology, 39(8), 12-17.
• Fung, C.H., Besser, M., & Poon, K.K. (2021). Systematic literature review of flipped classroom in mathematics. Eurasia Journal of Mathematics, Science and Technology Education, 17(6). https://doi.org/10.29333/ejmste/10900
• 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.
• Graham, C. R. (2013). Emerging practice and research in blended learning. Michael G. Moore (Eds.), Handbook of Distance Education, 3, 333-350.
• Hoffman, E. S. (2014). Beyond the flipped classroom: Redesigning a research methods course for e3 instruction. Contemporary Issues in Education Research, (CIER), 7(1), 51-62.
• Ingram, D., Wiley, B., Wyberg, T., & Wahlstrom, K. (2014). A Study of the Flipped Math Classroom in the Elementary Grades. Saint Paul, MN: University of Minnesota, College of Education and Human Development, Center for Applied Research and Educational Improvement.
• Işık, A. Çiltaş, A., & Bekdemir, M. (2008). Matematik eğitiminin gerekliliği ve önemi. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi, (17), 174-184.
• Koç Deniz, H. (2019). Matematik dersinde oyun ve etkinlik destekli ters yüz sınıf modelinin öğrenci başarısına, problem çözme ve problem çözmeye yönelik yansıtıcı düşünme becerilerine etkisi, [Doktora Tezi, Fırat Üniversitesi]. https://tez.yok.gov.tr/UlusalTezMerkezi/
• Kordyban, R., & Kinash, S. (2013). No more flying on autopilot: The flipped classroom. Educational Technology Solutions, 56, 54-56.
• Korkmaz, Ö., & Mahiroğlu, A. (2007). Beyin, bellek ve öğrenme. Kastamonu Eğitim Dergisi, 15(1), 93-104.
• Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The journal of economic education, 31(1), 30-43.
• Larsen, J., & Liljedahl, P. (2022) Building Thinking Classrooms Online: From Practice to Theory and Back Again. Adults Learning Mathematics – An International Journal, Volume 16(1), 36-52.
• Liljedahl, P. (2022). Okul Öncesinden Liseye Matematikle Düşünen Sınıflar, (Çev. A. A. Yenmez, S. Gökçe, 1. Baskı). Anı Yayıncılık. (Orjinal çalışma 2020 yılında yayınlandı.)
• Lo, C. K., & Hew, K. F. (2017). Using “first principles of instruction” to design secondary school mathematics flipped classroom: The findings of two exploratory studies. Journal of Educational Technology & Society, 20(1), Article 1.
• Lo, C. K., & Hew, K. F. (2020). A comparison of flipped learning with gamification, traditional learning, and online independent study: The effects on students’ mathematics achievement and cognitive engagement. Interactive Learning Environments, 28(4), Article 4. https://doi.org/10.1080/10494820.2018.1541910
• Makinde, S. O., & Yusuf, M. O. (2017). The flipped classroom: Its effects on students performance and retention in secondary school mathematics classroom. International Journal of Innovative Technology Integration in Education, 1(1), 117-126.
• O'Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The internet and higher education, 25, 85-95. http://dx.doi.org/10.1016/j.iheduc.2015.02.002
• Ogden, L. (2015). Student perceptions of the flipped classroom in college algebra. Primus, 25(9-10), 782-791. DOI: 10.1080/10511970.2015.1054011
• Overmyer, G. R. (2014). The flipped classroom model for college algebra: Effects on student achievement, [PhD Thesis, Colorado State University].
• Önal, N. (2013). A study on the development of a middle school students' attitudes towards mathematics scale. Elementary Education Online, 12(4).
• Panahi, M., Jafarkhani, F., Bozorg, Z. J., & Nikkho, L. (2019). Reviewing learning environments: Effect of flipped classroom on learning levels of mathematics in primary schools. In ICERI2019 Proceedings (pp. 8561-8566). IATED. doi: 10.21125/iceri.2019.2043
• Segumpan, L. L. B., & Tan, D. A. (2018). Mathematics performance and anxiety of junior high school students in a flipped classroom. European Journal of Education Studies. http://oapub.org/edu/index.php/ejes/article/view/1841
• Sulaimon, J. T., & Manditereza, B. (2024). Investigating the Effect of the Traditional Flipped Classroom in Teaching Primary 3 Class Mathematics. Journal of Education and Practice, 8(1), 1-12.
• Staker, H., & Horn, M. B. (2012). Classifying K–12 blended learning. Innosight Enstitutes.
• Stevens, J. P. (2013). Intermediate statistics: A modern approach. Routledge.
• Talbert, R. (2012). Inverted Classroom. Colleagues, 1(9), Article 9.
• Tekin, O., & Emmioğlu-Sarikaya, E. (2020). Ters yüz sınıf modelinin lise matematik dersinde uygulanması. Bartın Eğitim Fakültesi Dergisi, 9(2), Article 2. https://doi.org/10.14686/buefad.559990
• Tezer, M., Yildiz, E. P., Bozkurt, S., ve Tangul, H. (2019). The Influence of Online Mathematics Learning on Prospective Teachers Mathematics Achievement: The Role of Independent and Collaborative Learning. World Journal on Educational Technology: Current Issues, 11(4), 257-265.
• Tucker, B. (2012). Online instruction at home frees class time for learning. Education Next, 12(1), 82-83.
• Turra, H., Carrasco, V., González, C., Sandoval, V., & Yáñez, S. (2019). Flipped classroom experiences and their impact on engineering students’ attitudes towards university-level mathematics. Higher Education Pedagogies, 4(1), 136-155. https://doi.org/10.1080/23752696.2019.1644963
• Tutal, Ö., & Yazar, T. (2021). Flipped classroom improves academic achievement, learning retention and attitude towards course: A meta-analysis. Asia Pacific Education Review, 22(4), 655-673. https://doi.org/10.1007/s12564-021-09706-9
• Wei, X., Cheng, I.-L., Chen, N.-S., Yang, X., Liu, Y., Dong, Y., Zhai, X., & Kinshuk. (2020). Effect of the flipped classroom on the mathematics performance of middle school students. Educational Technology Research and Development, 68(3), Article 3. https://doi.org/10.1007/s11423-020-09752-x
• Yorgancı, S. (2020). Implementing flipped learning approach based on ‘first principles of instruction’in mathematics courses. Journal of Computer Assisted Learning, 36(5), 763-779.
• Zengin, Y. (2017). Investigating the use of the Khan Academy and mathematics software with a flipped classroom approach in mathematics teaching. Journal of Educational Technology & Society, 20(2), 89-100.