HOW DOES THE FLIPPED CLASSROOM MODEL AFFECT STUDENTS' MOTIVATION, PERFORMANCE AND ATTITUDE?

Yıl 2024, , 218 - 243, 26.07.2024

Şirin Nur Yacı , Bahar Baran , Diğdem Müge Siyez

https://doi.org/10.17943/etku.1368027

Öz

The flipped classroom model, a type of blended learning, has become a promising model for building flexible and effective learning environments in higher education. Much of the experimental research on blended learning defines a treatment as an independent variable and compares it with a control group to explore a significant difference. However, this research used two treatment groups consisting of a multimedia-enhanced flipped classroom model and a technology supported face-to-face (f2f) classroom model instead of using only a control group. This study aims to investigate the effects of two models on students’ instructional material motivation, performance, and attitude toward the subject. We employed a repeated measures design with two models and qualitative methods. A total of 26 university students in two groups participated in the study for four weeks. The results indicated that the instructional material motivation score for the multimedia-enhanced flipped classroom model group was significantly higher than the other group. Moreover, the descriptive results showed an increase in learning performance and attitude score for the multimedia-enhanced flipped classroom group but did not reveal a significant difference in favor of it. The results indicated that the multimedia-enhanced flipped classroom model significantly improved the instructional material motivation of higher education students. Various teaching strategies and interactive animations in this model could help students learn more effectively. In sum, this study provides guidance to help researchers who are designing teaching activities and interactive resources for flipped classroom model.

Anahtar Kelimeler

Flipped Classroom Model, blended learning, higher education

Destekleyen Kurum

The study was funded by the Scientific and Technological Research Council of Turkey – TUBITAK with grant number [215K001].

Proje Numarası

215K001

Teşekkür

We thank TUBITAK for its financial support.

TERSYÜZ SINIF MODELİ ÖĞRENCİLERİN MOTİVASYON, PERFORMANS VE TUTUMLARINI NASIL ETKİLER?

Öz

Harmanlanmış öğrenmenin bir türü olan tersyüz sınıf modeli, yükseköğretimde esnek ve etkili öğrenme ortamları oluşturmak için kullanılan modellerden biridir. Konusunu tersyüz sınıf modelinden alan bu deneysel çalışmada, yükseköğretimde çoklu ortam destekli tersyüz sınıf modeli ile teknoloji destekli yüz yüze sınıf modeli karşılaştırılmıştır. Çalışmada iki modelin öğrencilerin öğretim materyaline yönelik motivasyon, performans ve konuya yönelik tutumları üzerindeki etkilerini araştırmak amaçlanmıştır. Bu amaçla, iki grup oluşturulmuş ve 4 hafta boyunca toplam 26 öğrenciye uygulama yapılmıştır. Çalışmada verilerin analizinde tekrarlı ölçümler için tek faktörlü ANOVA ile nitel araştırma yöntemleri kullanılmıştır. Çalışma sonuçları, çoklu ortam destekli tersyüz sınıf modelinin öğrencilerin öğretim materyaline yönelik motivasyonlarını anlamlı derece artırdığını; fakat performans ve konuya yönelik tutum üzerinde anlamlı etkisi olmadığını göstermektedir.

Anahtar Kelimeler

tersyüz sınıf modeli, harmanlanmış öğrenme, yükseköğretim

Destekleyen Kurum

Bu araştırma, TÜBİTAK 1001 programı kapsamında "215K001" proje numarası ile desteklenmiştir.

Proje Numarası

215K001

Teşekkür

Destekleri için TÜBİTAK'a teşekkür ederiz.

Kaynakça

• Acar, S. (2009). The effects of ARCS motivation strategies on learners academic successes, performances of learning, motivations, and attitudes in web supported performance based learning [Unpublished doctoral thesis]. Gazi University, Institute of Education Sciences, Ankara, Turkey.
• Ajit, D. (2021). Flipped classroom: Revisit, adapt and adopt. Journal of Education Technology in Health Sciences, 8(3), 74-75. https://doi.org/10.18231/j.jeths.2021.015.
• Ali, H. M. H. H. M., Asamoah, D., & Shahrill, M. (2022). Effectiveness of flipped classroom model through multimedia technology in improving students’ performance in directed numbers. Journal of Mathematics Education, 11(2). https://doi.org/10.22460/infinity.v11i2. p193-210.
• Alnahdi, M., Agha, S., Khan, M. A., & Almansour, M. (2022). The flipped classroom model: Exploring the effect on the knowledge retention of medical students. Journal of Ayub Medical College Abbottabad, 34(4), 755-761. https://doi.org/10.55519/JAMC-04-10957.
• Alqurashi, E. (2019). Predicting student satisfaction and perceived learning within online learning environments. Distance Education, 40(1), 133-148. https://doi.org/10.1080/01587919.2018.1553562.
• Asıksoy, G., & Özdamlı, F. (2016). Flipped classroom adapted to the ARCS model of motivation and applied to a physics course. Eurasia Journal of Mathematics, Science & Technology Education, 12(6). https://doi.org/10.12973/eurasia.2016.1251a.
• Baepler, P., Walker, J., & Driessen, M. (2014). It's not about seat time: Blending, flipping, and efficiency in active learning classrooms. Computers & Education, 78, 227-236. https://doi.org/10.1016/j.compedu.2014.06.006. Baran, B., Kaptanoglu, S. N., Esen, E., & Siyez, D. M. (2020). Reproductive system augmented reality application for sexual health classes. International Journal of Sexual Health, 32(4), 408-420. https://doi.org/10.1080/19317611.2020.1825028.
• Baran, B., Yaci, S. N., Ocal, M., & Siyez, D. M. (2022). Design considerations of online infertility prevention training (OIPT): Development and evaluation. Journal of Education in Science, Environment and Health (JESEH), 8(1), 37-54. https://doi.org/10.21891/jeseh.1056757,
• Basal, A. (2015). The implementation of a flipped classroom in foreign language teaching. Turkish Online Journal of Distance Education, 16(4), 28-37. https://doi.org/10.17718/tojde.72185.
• Burke, A. S., & Fedorek, B. (2017). Does “flipping” promote engagement? A comparison of a traditional, online, and flipped class. Active Learning in Higher Education, 18(1), 11-24. https://doi.org/10.1177/1469787417693487.
• Cakıroglu, U., & Ozturk, M. (2017). Flipped classroom with problem based activities: Exploring self-regulated learning in a programming language course. Educational Technology & Society, 20(1), 337–349. http://www.jstor.org/stable/jeductechsoci.20.1.337.
• Cetinkaya, M. (2017). Designing and applying web assisted activities to be used in flipped classroom model. International Journal of Evaluation and Research in Education, 6(2), 128-137.
• Cevikbas, M., & Argun, Z. (2017). An innovative learning model in digital age: Flipped classroom. Journal of Education and Training Studies, 5(11), 189-200. https://doi.org/10.11114/jets.v5i11.2322.
• Chao, C. Y., Chen, Y. T., & Chuang, K. Y. (2015). Exploring students' learning attitude and achievement in flipped learning supported computer aided design curriculum: A study in high school engineering education. Computer Applications in Engineering Education, 23(4), 514-526. https://doi.org/10.1002/cae.21622.
• Chung, E. J., & Lee, B. H. (2018). The effects of flipped learning on learning motivation and attitudes in a class of college physical therapy students. Journal of Problem-Based Learning, 5(1), 29-36. https://doi.org/10.24313/jpbl.2018.5.1.29.
• Clark, R. E., & Feldon, D. F. (2005). Five common but questionable principles of multimedia learning. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (pp. 97-115). Cambridge University Press.
• Cormier, C., & Voisard, B. (2018). Flipped classroom in organic chemistry has significant effect on students’ grades. Frontiers in ICT, 4(30). https://doi.org/10.3389/fict.2017.00030
• Creswell, J. W., & Clark, V. L. P. (2017). Designing and conducting mixed methods research (3rd ed.). SAGE publications.
• Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research and Development, 61(4), 563–580. https://doi.org/10.1007/s11423-013-9305-6
• Day, J., & Foley J. (2006). Evaluating a web lecture intervention in a human–computer interaction course. IEEE Transactions on Education, 49(4), 420–431. https://doi.org/10.1109/TE.2006.879792
• Desa, N. A. M., & Abd Halim, N. D. (2022). Flipped classroom in secondary school or high school education: A review of its advantages and challenges. Innovative Teaching and Learning Journal, 6(2), 1-8. https://doi.org/10.11113/itlj.v6.81
• Du, S. C., Fu, Z. T., & Wang, Y. (2014, April). The flipped classroom-advantages and challenges. In Proceedings of the 2014 International Conference on Economic Management and Trade Cooperation (EMTC 2014) (pp. 17-20). Atlantis Press. https://doi.org/10.2991/emtc-14.2014.3
• Entezari, M., & Javdan, M. (2016). Active learning and flipped classroom, hand in hand approach to improve students learning in human anatomy and physiology. International Journal of Higher Education, 5(4), 222-231. http://dx.doi.org/10.5430/ijhe.v5n4p222
• Feldon, D. F., Jeong, S., & Clark, R. E. (2021). Fifteen Common but Questionable Principles of Multimedia Learning, In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (pp. 97-115). Cambridge University Press.
• Fisher, D. (2009). The use of instructional time in the typical high school classroom. The Educational Forum, 73(2), 168-176. https://doi.org/10.1080/00131720902739650
• Gong, J., Cai, S., & Cheng, M. (2023). Exploring the effectiveness of flipped classroom on STEM student achievement: A meta-analysis. Technology, Knowledge and Learning, 29, 1129-1150. https://doi.org/10.1007/s10758-023-09700-7
• Guc, F. (2017). The effect of the flipped classroom practice on the rational numbers and operations with rational numbers [Unpublished master’s thesis]. Amasya University, Graduate School of Natural and Applied Sciences, Amasya, Turkey.
• Gungor, I., Rathfisch, G., Kizilkaya Beji, N., Yarar, M., & Karamanoglu, F. (2013). Risk‐taking behaviours and beliefs about fertility in university students. Journal of Clinical Nursing, 22(23-24), 3418-3427. https://doi.org/10.1111/jocn.12097
• Hew, K. F., & Lo, C. K. (2018). Flipped classroom improves student learning in health professions education: A meta-analysis. BMC Medical Education, 18, 38. https://doi.org/10.1186/s12909-018-1144-z
• Hill, J. L., & Nelson, A. (2011). New technology, new pedagogy? Employing video podcasts in learning and teaching about exotic ecosystems. Environmental Education Research, 17(3), 393-408. https://doi.org/10.1080/13504622.2010.545873
• Holbrook, J., & Dupont, C. (2010). Making the decision to provide enhanced podcasts to post-secondary science students. Journal of Science Education and Technology, 20, 233-245. https://doi.org/10.1007/s10956-010-9248-1
• IKGV- Human Resource Development Foundation. (2006). Sexual health education for teachers and prospective teachers. http://www.ikgv.org/pdf/saglik_kitabi1.pdf
• Keller, J. M. (1983). Motivational design of instruction. In C. M. Reigeluth (Ed.), Instructional design theories and models: An overview of their current status (pp. 383-434). Lawrence Erlbaum.
• Kulkarni, S. (2018). Assessment of knowledge and attitude regarding infertility among teenagers with a view to develop health education pamphlet. Asian Journal of Nursing Education and Research, 8(3), 418-422. https://doi.org/10.5958/2349-2996.2018.00086.1
• Kyei-Blankson, L., Ntuli, E. & Donnelly, H. (2019). Establishing the importance of interaction and presence to student learning in online environments. Journal of Interactive Learning Research, 30(4), 539-560. https://www.learntechlib.org/primary/p/161956/
• Lai, C. L., & Hwang, G. J. (2016). A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course. Computers & Education, 100, 126-140. https://doi.org/10.1016/j.compedu.2016.05.006
• Lee, M. W., & Butler, A. C. (2022). The Flipped Classroom: A guide to making evidence-based decisions about implementation. In Witchel, H.J., Lee, M.W. (Eds.), Technologies in Biomedical and Life Sciences Education (pp. 167-198). Springer, Cham. https://doi.org/10.1007/978-3-030-95633-2_6
• Li, Y. (2018). Current problems with the prerequisites for flipped classroom teaching---a case study in a university in Northwest China. Smart Learning Environments, 5(2), 1-23. https://doi.org/10.1186/s40561-018-0051-4
• Liu, D., & Zhang, H. (2022). Improving students’ higher order thinking skills and achievement using Wechat based flipped classroom in higher education. Education and Information Technologies, 27, 7281–7302. https://doi.org/10.1007/s10639-022-10922-y
• Lonn, S., & Teasley, S. D. (2009). Podcasting in higher education: What are the implications for teaching and learning?. Internet and Higher Education, 12(2), 88. https://doi.org/10.1016/j.iheduc.2009.06.002
• Mayer, R. E. (2001). Multimedia Learning (2nd ed.). Cambridge University Press.
• Mayer, R. E., & Fiorella, L. (2014). Principles for reducing extraneous processing in multimedia learning: Coherence, signaling, redundancy, spatial contiguity, and temporal contiguity principles. In R. E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning (pp. 279–315). Cambridge University Press.
• McLaughlin, J. E., Roth, M. T., Glatt, D. M., Gharkholonarehe, N., Davidson, C. A., Griffin, L. M., ... & Mumper, R. J. (2014). The flipped classroom: A course redesign to foster learning and engagement in a health professions school. Academic Medicine, 89(2), p. 236-243. https://doi.org/10.1097/ACM.0000000000000086
• Mikkelsen, T. R. (2015). Nursing students’ experiences, perceptions and behavior in a flipped-classroom anatomy and physiology course. Journal of Nursing Education and Practice, 5(10), 28-35. http://dx.doi.org/10.5430/jnep.v5n10p28
• Naing, C., Whittaker, M. A., Aung, H. H., Chellappan, D. K., & Riegelman, A. (2023). The effects of flipped classrooms to improve learning outcomes in undergraduate health professional education: A systematic review. Campbell Systematic Reviews, 19(3), e1339. https://doi.org/10.1002/cl2.1339
• National Teacher Training Institute. (2011). Thirteen edition online. http://www.thirteen.org/edonline/ntti/resources/video1.html.
• Nolan, E., Brady, M., Rienties, B., & Héliot, Y. (2021). Once more on the rollercoaster: Loses and gains from the rapid shift to online delivery during Covid. Academy of Management Proceedings. https://doi.org/10.5465/ambpp.2021.15358abstract
• olde Scholtenhuis, L., Vahdatikhaki, F., & Rouwenhorst, C. (2021). Flipped microlecture classes: Satisfied learners and higher performance?. European Journal of Engineering Education, 46(3), 457-478. https://doi.org/10.1080/03043797.2020.1819961
• Østerlie, O. (2018). Can flipped learning enhance adolescents’ motivation in physical education? An intervention study. Journal for Research in Arts and Sports Education, 2(1), 1-15. https://doi.org/10.23865/jased.v2.916
• Oudbier, J., Spaai, G., Timmermans, K., & Boerboom, T. (2022). Enhancing the effectiveness of flipped classroom in health science education: A state-of-the-art review. BMC Medical Education, 22(1), 1-15. https://doi.org/10.1186/s12909-021-03052-5
• Ozpinar, I., Yenmez, A. A., & Gokce, S. (2016). An application of Flipped Classroom method in the instructional technologies and material development course. Journal of Education and Training Studies, 4(12), 213-226. https://doi.org/10.11114/jets.v4i12.1934
• Peterson, D. J. (2016). The flipped classroom improves student achievement and course satisfaction in a statistics course: A quasi-experimental study. Teaching of Psychology, 43(1), 10-15. https://doi.org/10.1177/0098628315620063
• Polat, H., & Karabatak, S. (2022). Effect of flipped classroom model on academic achievement, academic satisfaction and general belongingness. Learning Environment Research, 25, 159–182. https://doi.org/10.1007/s10984-021-09355-0
• Putri, D. S., Colily, Y. M., & Zukhrufurrohmah, Z. (2023). Analysis of the Flipped Classroom Model using digital media in improving students' mathematical communication skills. Mathematics Education Journal, 7(1), 123-135. https://doi.org/10.22219/mej.v7i1.23335
• Sanders, J., & Altman, A. (2023). Challenges of Blended Learning. Authorea. 10.22541/au.167907574.46177596/v1
• Seymenler, S. (2017). Üniversite öğrencilerinin infertilite ile ilgili bilgi düzeyi ve tutumlarının incelenmesi [Unpublished master’s thesis]. Dokuz Eylul University, Institute of Education Sciences, Izmir, Turkey.
• Sezgin, H., & Hocaoglu, Ç. (2014). Psychiatric aspects of infertility. Psikiyatride Güncel Yaklaşımlar, 6(2), 165-184. https://doi.org/10.5455/cap.20131001091415
• Shiau, S., Kahn, L. G., Platt, J., Li, C., Guzman, J. T., Kornhauser, Z. G., ... & Martins, S. S. (2018). Evaluation of a flipped classroom approach to learning introductory epidemiology. BMC Medical Education, 18(1), 63. https://doi.org/10.1186/s12909-018-1150-1
• Siyez, D, Esen, E, Baran, B, Seymenler, S, Kağnıcı, D, Siyez, E. (2018). Development of the Attitudes Toward Infertility Scale (ATIS): Validity and reliability study. Cukurova Medical Journal, 43(1), 173-180. https://doi.org/10.17826/cumj.403064
• Sırakaya, D. A. (2015). The effect of flipped classroom model on academic achievement, self - directed learning readiness and motivation [Unpublished doctoral thesis]. Gazi University, Institute of Education Sciences, Ankara, Turkey.
• Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15(2), 171–193. https://doi.org/10.1007/s10984-012-9108-4
• Sun, J. C. Y., & Wu, Y. T. (2016). Analysis of learning achievement and teacher–student interactions in flipped and conventional classrooms. International Review of Research in Open and Distributed Learning, 17(1). https://doi.org/10.19173/irrodl.v17i1.2116
• Talley, C. P., & Scherer, S. (2013). The enhanced flipped classroom: Increasing academic performance with student-recorded lectures and practice testing in a "Flipped" STEM Course. The Journal of Negro Education, 82(3), 339-347. https://www.muse.jhu.edu/article/803083
• Tune, J. D., Sturek, M., & Basile, D. P. (2013). Flipped classroom model improves graduate student performance in cardiovascular, respiratory, and renal physiology. AJP: Advances in Physiology Education, 37(4), 316-320. https://doi.org/10.1152/advan.00091.2013
• Tutal, O., & 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
• Unal, Z., & Unal, A. (2017). Comparison of student performance, student perception, and teacher satisfaction with traditional versus Flipped Classroom models. International Journal of Instruction, 10(4), 145-164. https://doi.org/10.12973/iji.2017.1049a.
• Vidal, E. B. R., & Vidal, M. C. R. (2022). Implementation of the Flipped Classroom model in a higher education institution (HEI): Sultanate of Oman. European Journal of Education and Pedagogy, 3(4), 36-40. https://doi.org/10.24018/ejedu.2022.3.4.395
• Wolf, A. (2020). A model curriculum for flipping an allied health microbiology course. The American Biology Teacher, 82(9), 633-637. https://doi.org/10.1525/abt.2020.82.9.633 Yilmaz, O. (2017). Flipped higher education classroom: An application in environmental education course in primary education. Higher Education Studies, 7(3), 93-102. http://doi.org/10.5539/hes.v7n3p93 Zhang, D., Zhou, L., Briggs, R. and Nunamaker, J. (2006). Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness. Information & Management, 43(1), 15–27. https://doi.org/10.1016/j.im.2005.01.004