The Effect of Flipped Classroom Model on 7th Grade Students' Academic Achievement and Attitudes in English Teaching

Ali Küpelikılınç; Ayşe Ülkü Kan

Makale detayları

The Effect of Flipped Classroom Model on 7th Grade Students' Academic Achievement and Attitudes in English Teaching

Yazarlar:

Ali Küpelikılınç | Ayşe Ülkü Kan

Yayıncı:

Bayburt University

Ana Başlıklar:

Eğitim Programları ve Öğretim (Diğer)

Dergi:

Bayburt Eğitim Fakültesi Dergisi Vol.19 Issue 42, pp.2190-2217

Belge Tipi:

Makale

Yayın Tarihi:

6/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001319422

pISSN:

1307-1076

Anahtar kelimeler:

Özet:

 The aim of this study is to examine the effect of the flipped classroom FL model on the academic achievement of 7th grade students in English class and their attitudes towards the course. The study group consists of 80 students experimental group  39; control group  41 studying at a secondary school in a province in the Mediterranean region in the 2022-2023 academic year. The study, which used a quasi-experimental design with a pretest-posttest control group, was conducted for a total of 11 weeks. Achievement test and attitude scale towards English course were applied to both groups as pretest and posttest before and after the experimental study. As a result of the study, a statistically significant difference was found in favor of the experimental group in the academic achievement variable. There was no difference between the groups in affective and cognitive attitude sub-dimensions towards the English lesson.

 The aim of this study is to examine the effect of the flipped classroom FL model on the academic achievement of 7th grade students in English class and their attitudes towards the course. The study group consists of 80 students experimental group  39; control group  41 studying at a secondary school in a province in the Mediterranean region in the 2022-2023 academic year. The study, which used a quasi-experimental design with a pretest-posttest control group, was conducted for a total of 11 weeks. Achievement test and attitude scale towards English course were applied to both groups as pretest and posttest before and after the experimental study. As a result of the study, a statistically significant difference was found in favor of the experimental group in the academic achievement variable. There was no difference between the groups in affective and cognitive attitude sub-dimensions towards the English lesson.

 The aim of this study is to examine the effect of the flipped classroom FL model on the academic achievement of 7th grade students in English class and their attitudes towards the course. The study group consists of 80 students experimental group  39; control group  41 studying at a secondary school in a province in the Mediterranean region in the 2022-2023 academic year. The study, which used a quasi-experimental design with a pretest-posttest control group, was conducted for a total of 11 weeks. Achievement test and attitude scale towards English course were applied to both groups as pretest and posttest before and after the experimental study. As a result of the study, a statistically significant difference was found in favor of the experimental group in the academic achievement variable. There was no difference between the groups in affective and cognitive attitude sub-dimensions towards the English lesson.

 Bu çalışmanın amacı, ters yüz sınıf TYS modelinin ortaokul 7. sınıf öğrencilerinin İngilizce dersi akademik başarı ve derse karşı tutumlarına etkisini incelemektir. Çalışma grubunu 2022-2023 eğitim-öğretim yılında Akdeniz bölgesindeki bir ildeki bir ortaokulda öğrenim gören 80 öğrenci deney grubu  39; kontrol grubu  41 oluşturmaktadır. Öntest-sontest kontrol gruplu yarı deneysel desenin kullanıldığı çalışma toplam 11 hafta yürütülmüştür. Deneysel çalışma öncesinde ve sonrasında deney ve kontrol grubuna başarı testi ile İngilizce dersine yönelik tutum ölçeği uygulanmıştır. Çalışma sonucunda akademik başarı değişkeninde deney grubu lehine istatistiksel olarak anlamlı farklılık bulunmuştur. İngilizce dersine yönelik duyuşsal ve bilişsel tutum alt boyutlarında gruplar arasında fark belirlenmemiştir.

Makale detayları

The Effect of Flipped Classroom Model on 7th Grade Students' Academic Achievement and Attitudes in English Teaching

Yazarlar:

Ali Küpelikılınç | Ayşe Ülkü Kan

Yayıncı:

Bayburt University

Ana Başlıklar:

Eğitim Programları ve Öğretim (Diğer)

Dergi:

Bayburt Eğitim Fakültesi Dergisi Vol.19 Issue 42, pp.2190-2217

Belge Tipi:

Makale

Yayın Tarihi:

6/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001319422

pISSN:

1307-1076

English teaching

flipped classroom

academic achievement

attitudeİngilizce öğretimi

ters yüz sınıf modeli

akademik başarı

tutum

Sayı

Makale detayları

Yazarlar: Ali Küpelikılınç | Ayşe Ülkü Kan

Yayıncı: Bayburt University

Ana Başlıklar: Eğitim Programları ve Öğretim (Diğer)

Dergi: Bayburt Eğitim Fakültesi Dergisi Vol.19 Issue 42, pp.2190-2217

Belge Tipi: Makale

Yayın Tarihi: 6/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001319422

pISSN: 1307-1076

Sayı

Yazarlar:

Ali Küpelikılınç | Ayşe Ülkü Kan

Yayıncı:

Bayburt University

Ana Başlıklar:

Eğitim Programları ve Öğretim (Diğer)

Dergi:

Bayburt Eğitim Fakültesi Dergisi Vol.19 Issue 42, pp.2190-2217

Belge Tipi:

Makale

Yayın Tarihi:

6/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001319422

pISSN:

1307-1076