Ters-Yüz Öğrenmenin Motivasyona Etkisi: Bir Meta-Analiz Çalışması

Öz

Ters-yüz öğrenme son yıllarda oldukça ilgi görmekte ve ters yüz öğrenmenin akademik başarı, derse yönelik tutum, kalıcılık, öz-yeterlik, eleştirel düşünme becerisi gibi farklı değişkenler üzerindeki etkisi gerçekleştirilen araştırmalarla incelenmektedir. Ters-yüz öğrenme yaklaşımının öğrenmeyi yönlendiren etkili bir güç olan motivasyon üzerindeki etkisini sınamak için de Türkiye ve yurtdışında çeşitli araştırmalar yapılmıştır. Ancak ters-yüz öğrenmenin etkililiğini inceleyen çalışmaların sonuçları farklılık göstermektedir. Kimi çalışmalar ters-yüz öğrenmenin öğrencilerin motivasyonu üzerindeki etkisinin pozitif olduğu sonucuna ulaşırken, kimi çalışmalar istatistiksel olarak anlamlı bir fark bulunmadığını, bazı çalışmalar ise negatif bir etkinin söz konusu olduğunu bildirmişlerdir. Bu araştırmanın amacı, ters-yüz öğrenmenin motivasyon üzerindeki etkisini inceleyen deneysel ve yarı deneysel çalışmaların sonuçlarını meta-analiz yöntemiyle analiz etmektir. Araştırmada yaklaşımla ilgili yurt içinde ve yurt dışında yapılmış deneysel ve yarı deneysel çalışmalara ulaşabilmek için alanyazın taraması yapılmıştır. Belirlenen anahtar kelimelere göre yapılan tarama sonucunda listelenen 4463 çalışmadan dâhil edilme ölçütlerine uyan 17 çalışma meta-analiz sürecine tabi tutulmuştur. Bu çalışmalardan 14’ü pozitif, üçü negatif etki büyüklüğüne sahiptir. Pozitif yönlü çalışmaların ikisi zayıf, beşi küçük, altısı orta ve biri güçlü etki büyüklüğü düzeyindedir. Gerçekleştirilen analiz sonucunda ters-yüz öğrenmenin genel etki büyüklüğü değeri rastgele etkiler modeli ile 0.077 ile 0.594 güven aralığında 0.336 olarak hesaplanmıştır (%95 CI, SE=0.132). Elde edilen bu sonuç, ters-yüz öğrenme yaklaşımının geleneksel eğitim süreçlerine kıyasla motivasyon üzerinde küçük düzeyde ve pozitif bir etkiye sahip olduğunu göstermektedir.

Anahtar Kelimeler

• Ters-yüz öğrenme
• Çevrilmiş öğrenme
• Motivasyon
• Meta-analiz

The Effect of Flipped Learning on Motivation: A Meta-Analysis

Öz

The interest in flipped learning has recently increased considerably, and the effect of flipped learning on different variables such as academic achievement, attitude towards the course, retention, self-efficacy, and critical thinking skills have been extensively researched. Several studies have been carried out in Turkey and internationally in recent years to test the effect of the flipped learning approach on motivation, which is an effective force that directs learning. Nevertheless, the results of the studies reporting on the effectiveness of flipped learning are inconsistent. While some of the individual studies concluded that the effect of flipped learning on motivation was positive, some studies found no statistically significant difference and some studies have reported a negative effect. The purpose of this meta-analysis is to analyze the results of experimental and quasi-experimental studies which investigate the effect of flipped learning on motivation. A literature search was conducted to reach the experimental and quasi-experimental studies conducted in Turkey and internationally about the model. Seventeen studies that fit the inclusion criteria listed in 4463 were subjected to meta-analysis process as the result of the search based on determined keywords. Among the studies that are included in this meta-analysis, 14 of them have positive, and three of them have negative effect sizes. In these studies, which have positive effect sizes, two are poor, five are modest, six are moderate, and one is at a strong effect size level. Findings showed that the overall effect size of the flipped learning, between .077 and .594 confidence interval, has been found .336 (95% CI, SE=.132) under the random effects model. The obtained result shows that the flipped learning approach has a modest and positive impact on motivation regarding traditional lecture-based instruction.

Anahtar Kelimeler

• Flipped learning
• Inverted learning
• Motivation
• Meta-analysis

Kaynakça

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