The Effect of Flipped Learning Model on Primary and Secondary School Students' Mathematics Achievement: A Meta-Analysis Study

Öz

With the transition to distance education during the coronavirus pandemic, one of the most talked about teaching approaches has been the flipped learning model (FLM). Conducting the discussions about FLM on a solid basis can only be achieved by finding an answer to what the effect of FLM has in different fields and different education levels. Based on this idea, in this study, it is aimed to evaluate the results of the studies examining the effect of FLM on the mathematics achievement of primary and secondary school students. In the meta-analysis study conducted in this direction, using the findings of 45 studies that meet the specified criteria, the effect level of FLM on students 'mathematics achievement compared to traditional teaching and also the effect level of FLM on students' mathematics achievement over a single group were determined. In the meta-analysis conducted in order to compare FLM with traditional teaching, it was concluded that FLM was moderately more effective (d = 0.51) in increasing students' mathematics achievement compared to traditional education. According to the meta-analysis results made to determine the effect of FLM over a single group, FLM has a high effect on mathematics achievement (d = 2.13). As a result of the analysis made according to the moderators of the study, the effect size of the FLM when compared to traditional teaching differs according to the type of publication and sample size and the effect size of the FLM over a single group differs only according to the sample size.

Anahtar Kelimeler

• Flipped learning model
• Academic achievement
• Mathematics Primary school students Secondary school students.

Ters Yüz Öğrenme Modelinin İlk ve Ortaöğretim Öğrencilerinin Matematik Başarısına Etkisi: Bir Meta Analiz Çalışması

Öz

Koronavirüs salgını döneminde uzaktan eğitime geçilmesiyle birlikte üzerinde en fazla konuşulan öğretim yaklaşımlarından biri ters yüz öğrenme modeli (FLM) olmuştur. FLM ile ilgili tartışmaların sağlam temellerde yürütülebilmesi ise ancak FLM’’ün farklı alanlarda ve farklı öğrenim düzeylerinde etkisinin ne olduğunun yanıt bulması ile sağlanabilecektir. Bu düşünceden hareketle, bu çalışmada FLM’ün ilköğretim ve ortaöğretim öğrencilerinin matematik başarısına etkisini inceleyen çalışmaların sonuçlarının birlikte değerlendirilmesi amaçlanmıştır. Bu doğrultuda yapılan meta-analiz çalışmasında, belirlenen ölçütleri karşılayan 45 çalışmanın bulgularından yararlanılarak, FLM’ün geleneksel öğretime kıyasla öğrencilerin matematik başarısına etki düzeyi ve ayrıca FLM’ün tek grup üzerinden öğrencilerin matematik başarısına etki düzeyi belirlenmiştir. FLM ile geleneksel öğretimi karşılaştırmak amacıyla yapılan meta-analizde FLM’ün geleneksel öğretime kıyasla öğrencilerin matematik başarısını artırmada orta düzeyde daha fazla etkili (d=0,51) olduğu sonucuna ulaşılmıştır. Tek grup üzerinden FLM’ün etkisini belirlemek için yapılan meta-analiz sonucuna göre ise FLM matematik başarısı üzerinde yüksek düzeyde etkilidir(d=2,13). Çalışmanın ara değişkenlerine göre yapılan incelemeye göre geleneksel öğretime kıyasla FLM’ün etki büyüklüğü, yayın türü ve örneklem büyüklüğüne göre, tek grup üzerinden FLM’ün etki büyüklüğü ise sadece örneklem büyüklüğüne göre farklılaşmaktadır. Bununla birlikte araştırmada ele alınan ara değişkenler doğrultusunda FLM’ün matematik dersinde her durumda etkili olduğu belirlenmiştir.

Anahtar Kelimeler

• Ters yüz öğrenme modeli
• Akademik başarı
• Matematik
• İlköğretim öğrencileri
• Ortaöğretim öğrencileri.

Kaynakça

1. *Akdeniz, M. (2019). Ters yüz sınıf modelinin akademik başarı, tutum ve kalıcılık üzerine etkisi. Unpublished Masters Thesis, Necmettin Erbakan University, Turkey
2. Algarni, B. (2018). A meta-analysis on the effectiveness of flipped classroom in mathematics education. In Edulearn 18. 10th International Conference on Education and New Learning Technology (Palma, 2nd-4th of July, 2018): conference proceedings (pp. 7970-7976). IATED Academy.
3. *Aydın, H. (2020). Ters-yüz edilmiş sınıf modelinin tam sayılarda işlemler konusunun öğreniminde akademik başarıya etkisi. Unpublished Masters Thesis, Atatürk University, Turkey
4. *Bhagat, K. K., Chang, C. N., & Chang, C. Y. (2016). The impact of the flipped classroom on mathematics concept learning in high school. Journal of Educational Technology & Society, 19(3), 134-142.
5. Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Eugene, OR: International Society for Technology in Education.
6. Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2009). Introduction to meta-analysis. West Sussex, UK: John Wiley & Sons, Ltd.
7. Boz-Yaman, B., & Sezen-Yüksel, N. (2017). Ters-yüz sınıflarda matematik uygulamaları örneği: Kuadrikler. Odabaşı, H. F., Akkoyunlu, B, İşman, A. (Ed.). EğitimTeknolojileri Okumaları 2017 içinde (416-425). Ankara: The Turkish Online Journal of Educational Technology.
8. Bozkurt, A. (2020). Koronavirüs (Covid-19) pandemic süreci ve pandemic sonrası dünyada eğitime yönelik değerlendirmeler: Yeni normal ve yeni eğitim paradigması. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 6(3), 112-142.

9. *Bulut, R. (2019). Oran-orantı konusunun öğretiminde ters yüz sınıf modelinin etkisinin incelenmesi. Unpublished Masters Thesis, Erzincan Binali Yıldırım University, Turkey
10. *Buskey, B.G. (2019). Evaluating the flipped classroom in high school geometry classes: A causal comparative approach. Unpublished doctoral thesis, Grand Canyon University, ABD.
11. Card, N. A., Stucky, B. D., Sawalani, G. M., & Little, T. D. (2008). Direct and indirect aggression during childhood and adolescence: A meta-analytic review of gender differences, intercorrelations, and relations to maladjustment. Child Development, 79, 1185–1229.
12. *Carlisle, C.S. (2019). How the flipped classroom impacts students’ math achievement. Unpublished doctoral thesis, Trevecca Nazarene University, ABD.
13. *Casem, R. Q. (2016). Effects of flipped ınstruction on the performance and attitude of high school students in mathematics. European Journal of STEM Education, 1(2), 37-44.
14. *Caverly, C. (2017). A technology leader’s role in initiating a flipped classroom in a high school math class. Unpublished doctoral thesis, New Jersey City University, ABD.
15. Chen, Y., Wang, Y., & Chen, N. S. (2014). Is FLIP enough? Or should we use the FLIPPED model instead?. Computers & Education, 79, 16-27.
16. Chen, K. S., Monrouxe, L., Lu, Y. H., Jenq, C. C., Chang, Y. J., Chang, Y. C., & Chai, P. Y. C. (2018). Academic outcomes of flipped classroom learning: a meta‐analysis. Medical education, 52(9), 910-924.
17. Cheng, L., Ritzhaupt, A. D., &Antonenko, P. (2019). Effects of the flipped classroom instructional strategy on students’ learning outcomes: A meta-analysis. Educational Technology Research and Development, 67(4), 793-824.
18. *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.
19. Cohen, L., Manion, L. ve Morrison, K. (2007). Research methods in education (6th Edition). New York: Routledge.
20. *Cornehl, K. (2020). Theimpacts of a flipped classroom ın AP Calculus AB. Unpublished doctoral dissertation, University of South Carolina, ABD.
21. Dinçer, S. (2014). Eğitim bilimlerinde uygulamalı meta-analiz. Ankara: Pegem Akademi.
22. Duval, S., & Tweedie, R. (2000a). A nonparametric trim and fill method of accounting for publication bias in meta-analysis. Journal of the American Statistical Association, 95(449), 89-98.
23. Duval, S., & Tweedie, R. (2000b). Trim and fill: A simple funnel-plot-based method of testing and adjusting for publication bias in meta-analysis. Biometrics, 56(2), 455- 463.
24. Ellis, P. D. (2010). The essential guide to effect sizes: Statistical power, meta-analysis, and the interpretation of research results. Cambridge: Cambridge University Press.
25. Ergene, T. (1999). Effectiveness of test anxiety reduction programs: A meta-analysis review. Unpublished doctoral thesis. Ohio: Ohio University.
26. *Esperanza, P., Fabian, K., & Toto, C. (2016). Flipped classroom model: effects on performance, attitudes and perceptions in high school algebra. In K. Verbert, M. Sharples, & T. Klobucar (Eds.), Adaptive and adaptable learning: Lecture notes in computer science (Vol. 9891, pp. 85 – 97). Cham: Springer.
27. *Flick, A. (2019). The effects of flipped learning in the sixth-grade mathematics classroom. Unpublished doctoral thesis, Missouri Baptist University, ABD.
28. Graziano, K. J. (2017). Peer teaching in a flipped teacher education classroom. TechTrends, 61(2), 121-129.
29. *Graziano, K. J., & Hall, J. D. (2017). Flipping math in a secondary classroom. Journal of Computers in Mathematics and Science Teaching, 36(1), 5 – 16.
30. *Güç, F. (2017). Rasyonel sayılar ve rasyonel sayılarda işlemler konusunda ters-yüz sınıf uygulamasının etkileri. Unpublished Masters Thesis, Amasya University, Turkey
31. Hayırsever, F. & Orhan, A. (2018). Ters yüz edilmiş öğrenme modelinin kuramsal analizi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 14(2), 572-596.
32. *Jackson, N. (2019). Beneficial or not: flipped learning in an elementary mathematics classroom. Unpublished master’s theses, California State University, ABD.
33. Jang, H. Y., & Kim, H. J. (2020). A meta-analysis of the cognitive, affective, and interpersonal outcomes of flipped classrooms in higher education. Education Sciences, 10(4), 115.
34. *Kalafat, Z. H. (2019). Ters yüz sınıf modeli ile tasarlana nmatematik dersinin 7.sınıf öğrencilerinin akademik başarısı üzerine etkisinin incelenmesi. Unpublished Masters Thesis, Marmara University, Turkey
35. Karagöl, I., & Esen, E. (2019). The effect of flipped learning approach on academic achievement: A meta-analysis study. Hacettepe University Journal of Education, 34(3), 708-727. doi: 10.16986/ HUJE.2018046755
36. *Katsa, M., Sergis, S., & Sampson, D. G. (2016). Investigating the potential of the flipped classroom model in K-12 mathematics teaching and learning. In Proceedings of the 13th international conference on cognition and exploratory learning in digital age.
37. *Kirvan, R., Rakes, C. R., & Zamora, R. (2015). Flipping an algebra classroom: analyzing, modeling, and solving systems of linear equations. Computers in the Schools, 32(3-4), 201-223.
38. *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. Unpublished Doctorate Thesis, Fırat University, Turkey
39. Krouss, P., &Lesseig, K. (2020). Effects of a flipped classroom model in an introductory college mathematics course. PRIMUS, 30(5), 617-635.
40. Lenhard, W. & Lenhard, A. (2016). Calculation of Effect Sizes. Retrieved from: https://www.psychometrica.de/effect_size.html. Dettelbach (Germany): Psychometrica. DOI: 10.13140/RG.2.2.17823.92329
41. *Leo, C. (2017). Flipped classroom pedagogical model and middle-level mathematics achievement: An action research study. Unpublished doctoral thesis, University of South Carolina, Turkey.
42. Li, N., Verma, H., Skevi, A., Zufferey, G., Blom, J., & Dillenbourg, P. (2014). Watching MOOCs together: investigating co-located MOOC study groups. Distance Education, 35(2), 217-233.
43. *Lo, C. K., & Hew, K. F. (2017). A critical review of flipped classroom challenges in K-12 education: Possible solutions and recommendations for future research. Research and practice in technology enhanced learning, 12(1), 4.
44. *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), 464-481.
45. Lo, C. K., Hew, K. F., & Chen, G. (2017). Toward a set of design principles for mathematics flipped classrooms: A synthesis of research in mathematics education. Educational Research Review, 22, 50-73.
46. Maciejewski, W. (2016). Flipping the calculus classroom: an evaluative study. Teaching Mathematics and its Applications: An International Journal of the IMA, 35(4), 187-201.
47. *Makinde, O.S. (2017). Effects of a developed flipped classroom package on senior secondary school students’ performance in mathematics in Lagos, Nigeria. Unpublished doctoral thesis, University of Ilorin, Nigeria.
48. *Martin-Grace, A. (2015). The impact of flipped instruction on middle school mathematics achievement. Unpublished doctoral thesis, Texas A & M University, ABD.
49. Martin, A., Arrambide, M., & Holt, C. (2016). The impact of flipped ınstruction on middle school mathematics achievement. Journal of Education and Human Development, 5(3), 98-108.
50. *Montgomery, J. (2015). The effects of flipped learning on middle school students' achievement with common core mathematics. Unpublished master’s theses, California State University, ABD.
51. Mullen, B., Muellerleile, P., & Bryant, B. (2001). Cumulative meta-analysis: A consideration of indicators of suefficiency and stability. Personality and Social Psychology Bulletin, 27 (11), 1450.
52. Murphy, J., Chang, J. M., & Suaray, K. (2016). Student performance and attitudes in a collaborative and flipped linear algebra course. International Journal of Mathematical Education in Science and Technology, 47(5), 653-673.
53. Naccarato, E., & Karakok, G. (2015). Expectations and implementations of the flipped classroom model in undergraduate mathematics courses. International Journal of Mathematical Education in Science and Technology, 46(7), 968-978.
54. *Njeru, M.A. (2020). The effect of the flipped learning model on student achievement in a secondary school mathematics classroom: A quantitative study. Unpublished doctoral theses, Northcentral University, ABD.
55. *Charles-Ogan, G., & Williams, C. (2015). Flipped classroom versus a conventional classroom in the learning of mathematics. In Proceedings of South Africa International Conference on Educational Technologies (pp. 96-102).
56. Orhan, A. (2019). The effect of flipped learning on students' academic achievement: a meta-analysis study. Cukurova University Faculty of Education Journal, 48(1).
57. *Özdemir, A. (2016). Ortaokul matematik öğretiminde harmanlanmış öğrenme odaklı ters yüz sınıf modeli uygulaması. Unpublished Doctorate Thesis, Gazi University, Turkey
58. *Ramaglia, H.(2015). The flipped mathematics classroom: a mixed methods study examining achievement, active learning, and perception. Unpublished doctoral thesis, Kansas State University, ABD.
59. *Reyes-Lozano, C. A., Meda-Campaña, M. E., &Morales Gamboa, R. (2014). Flipped classroom as educational technique to teach math on a competencies-based approach: Case study. Proceedings of the Latin American Conference on Learning Objects and Technologies, Colombia, pp. 166-176.
60. *Ripley, D. G. (2015). An examination of flipped instructional method on sixth graders’ mathematics learning: utilizing propensity score matching. Unpublished doctoral thesis, University of Nevada, ABD.
61. Rosenthal, R. (1991). Meta-analytic procedures for social research. Newbury Park, CA: Sage.
62. *Salimi, A., & Yousefzadeh, M. (2015). The effect of flipped learning (revised learning) on Iranian students’ learning outcomes. Advances in Language and Literary Studies, 6(5), 209-213.
63. Sakarya, S., Tercan, İ. Ve Çoklar, A. N. (2011). İlköğretim öğrencilerinin internet ve arama motorlarını kullanma durumları. 5th International Computer Instructional Technologies Symposium, 22-24, September, Fırat Üniversitesi, Elazığ.
64. *Saunders, J. M. (2014). The flipped classroom: Its effect on student academic achievement and critical thinking skills in high school mathematics. Unpublished doctoral thesis, Liberty Univercity, ABD.
65. *Schwankl, R. E. (2013). Flipped classroom: Effects on achievement and student perception. Unpublished master’s thesis, Southwest Minnesota State University, ABD.
66. *Sharpe, E. H. (2016). An investigation of the flipped classroom in algebra two with trigonometry classes. Unpublished doctoral thesis, Regent University, England.
67. *Smith, P. C. (2015). The efficacy of a flipped learning classroom. Unpublished doctoral thesis, McKendree University, ABD.
68. Sun, Z., & Xie, K. (2020). How do students prepare in the pre-class setting of a flipped undergraduate math course? A latent profile analysis of learning behavior and the impact of achievement goals. The Internet and Higher Education, 46: 100731.
69. Şahin, İ. (2009). Eğitsel internet kullanım özyeterliği inançları ölçeğinin geçerliği ve güvenirliği. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, (21), 461-471.
70. Tan, C., Yue, W. G., & Fu, Y. (2017). Effectiveness of flipped classrooms in nursing education: Systematic review and meta-analysis. Chinese Nursing Research, 4(4), 192-200.
71. *Tarazi, N. (2016). The influence of the inverted classroom on student achievement and motivation for learning in secondary mathematics in the united arab emirates: A quasi-experimental study, Unpublished doctoral thesis, Northcentral University, ABD.
72. *Tekin, O. (2018). Ters yüz sınıf modelinin lise matematik dersinde uygulanması: bir karma yöntem çalışması. Unpublished Doctorate Thesis, Tokat Gaziosmanpaşa University, Turkey
73. *Toh, T. S., Tengah, K. A., Shahrill, M., Tan, A. & Leong, E. (2017, April). The flipped classroom strategy: The effects of implementation at the elementary school level mathematics lessons. Proceeding of the 3rd International Conference on Education, Vol. 3, pp.186-197.
74. *Topan, B. (2019). Ters-yüz sınıf modeline gore tasarlanan öğrenme ortamının ortaokul öğrencilerinin istatistik okuryazarlık seviyelerine etkisi. Unpublished Masters Thesis, Trabzon University, Turkey
75. Üstün, U., & Eryılmaz, A. (2014). Etkili araştırma sentezleri yapabilmek için bir araştırma yöntemi: Meta-analiz. Eğitim ve Bilim, 39(174).
76. Van Sickle, J. (2015). Adventures in flipping college algebra. Primus, 25(8), 600-613.
77. *Vang, V. Y. (2017). The impact of the flipped classroom on high school mathematics students’ academic performance and self-efficacy. Unpublished master’s thesis, California State University, ABD.
78. Yang, Q. F., Lin, C. J., & Hwang, G. J. (2019). Research focuses and findings of flipping mathematics classes: a review of journal publications based on the technology-enhanced learning model. Interactive Learning Environments, 1-34.
79. Yelpaze, İ., Yakar, L. (2020). Comparison of Teacher Training Programs in terms of Attitudes towards Teaching Profession and Teacher Self-Efficacy Perceptions: A Meta-Analysis. International Journal of Assessment Tools in Education, 7(4), 549-569. DOI: 10.21449/ijate.725701
80. Yorganci, S. (2020). Implementing flipped learning approach based on ‘first principles of instruction’in mathematics courses. Journal of Computer Assisted Learning, 1-17.
81. United Nations Educational, Scientific and Cultural Organization (UNESCO)(2020). COVID-19 educational disruption and response. Retrieved from https://en.unesco.org/covid19/ educationresponse
82. Wagner, M., Gegenfurtner, A., & Urhahne, D. (2020). Effectiveness of the flipped classroom on student achievement in secondary education: A meta-analysis. Zeitschrift für Pädagogische Psychologie. https://doi.org/10.1024/1010-0652/a000274
83. *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.
84. *Wiginton, B. L. (2013). Flipped instruction: An Investigation into the effect of learning environment on student self-efficacy, learning style, and academic achievement in an Algebra I classroom. Unpublished doctoral dissertation, The University of Alabama, ABD.
85. World Health Organization (WHO) (2020). Coronavirus disease (COVID-19) Pandemic. https://www.who.int/emergencies/diseases/novel-coronavirus-2019
86. *Zeineddine, D. (2018). Investigate the effects of flipped learning on understanding of mathematics for secondary students. Journal of Mathematics Education, 11(1), 62-80.
87. 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.