The Effect of a Flipped Classroom Model on Academic Achievement, Self-Directed Learning Readiness, Motivation And Retention
Yazarlar (2)
Doç. Dr. Didem ALSANCAK SIRAKAYA
Kırşehir Ahi Evran Üniversitesi, Türkiye
Gazi Üniversitesi, Türkiye
| Makale Türü | Özgün Makale (Uluslararası alan indekslerindeki dergilerde yayınlanan tam makale) | ||
| Dergi Adı | Malaysian Online Journal of Educational Technology | ||
| Dergi ISSN | 2289-2990 | ||
| Dergi Tarandığı Indeksler | Journals Indexed in ERIC | ||
| Makale Dili | İngilizce | Basım Tarihi | 01-2018 |
| Cilt / Sayı / Sayfa | 6 / 1 / 76–91 | DOI | – |
| Özet |
| This study examined the effect of a flipped classroom model on students' academic achievement, self-directed learning readiness and motivation. The participants of this study were a total of 66 students who took the "Scientific Research Methods" course and were studying in two different classes in the Faculty of Education at Ahi Evran University in the fall term of the 2014-2015 academic year. One class was designated as an experimental group and the other one was the control group. We applied the flipped classroom model to the experimental group while a classical blended learning method was applied to the control group. An achievement test, a self-directed learning readiness scale and a motivation scale were used as data collection tools. To analyze the collected data, this study used the t-test, MANOVA and ANCOVA analyses. Study findings showed that there was a significant difference between groups in terms of academic achievement, motivation and retention. However, no |
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