The Effect of Online Flipped Learning Model on Secondary School Student’s Mathematics Lesson in Distance Education

Züleyha Yıldırım Yakar; Elif Doğru; Levent Yakar

Makale detayları

The Effect of Online Flipped Learning Model on Secondary School Student’s Mathematics Lesson in Distance Education

Yazarlar:

Züleyha Yıldırım Yakar | Elif Doğru | Levent Yakar

Yayıncı:

Kahramanmaras Sutcu Imam University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Kahramanmaraş Sütçü İmam Üniversitesi Eğitim Dergisi Vol.6 Issue 2, pp.155-172

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001333638

pISSN:

2619-9742

Anahtar kelimeler:

Özet:

 In this study, online flipped learning model OFLM and traditional online education were compared in the teaching of the 7th grade mathematics lesson Proportion unit, whether there is a significant difference between the academic achievements of the students and the students views on online flipped learning were examined. The study was conducted with 28 students studying at the 7th grade level in a public school in Şırnak in the 2020-2021 academic year. In the experimental group, the lessons were taught with OFLM, and in the control group, based on the existing curriculum in the traditional online environment. The achievement test developed by the researcher was used. In addition, semi-structured interviews were conducted with 6 students selected from the experimental group. As a result of the research, there was no significant difference between the post-test mean scores of the experimental and the control group students. As a result of the findings obtained from the analysis of the qualitative data, it was seen that the students had positive opinions about the model. The students stated that the flipped learning model should be used in the learning process and that their readiness level increased thanks to the content shared before the lesson.

 In this study, online flipped learning model OFLM and traditional online education were compared in the teaching of the 7th grade mathematics lesson Proportion unit, whether there is a significant difference between the academic achievements of the students and the students views on online flipped learning were examined. The study was conducted with 28 students studying at the 7th grade level in a public school in Şırnak in the 2020-2021 academic year. In the experimental group, the lessons were taught with OFLM, and in the control group, based on the existing curriculum in the traditional online environment. The achievement test developed by the researcher was used. In addition, semi-structured interviews were conducted with 6 students selected from the experimental group. As a result of the research, there was no significant difference between the post-test mean scores of the experimental and the control group students. As a result of the findings obtained from the analysis of the qualitative data, it was seen that the students had positive opinions about the model. The students stated that the flipped learning model should be used in the learning process and that their readiness level increased thanks to the content shared before the lesson.

 In this study, online flipped learning model OFLM and traditional online education were compared in the teaching of the 7th grade mathematics lesson Proportion unit, whether there is a significant difference between the academic achievements of the students and the students views on online flipped learning were examined. The study was conducted with 28 students studying at the 7th grade level in a public school in Şırnak in the 2020-2021 academic year. In the experimental group, the lessons were taught with OFLM, and in the control group, based on the existing curriculum in the traditional online environment. The achievement test developed by the researcher was used. In addition, semi-structured interviews were conducted with 6 students selected from the experimental group. As a result of the research, there was no significant difference between the post-test mean scores of the experimental and the control group students. As a result of the findings obtained from the analysis of the qualitative data, it was seen that the students had positive opinions about the model. The students stated that the flipped learning model should be used in the learning process and that their readiness level increased thanks to the content shared before the lesson.

 Bu çalışmada, 7. sınıf matematik dersi Oran-Orantı ünitesinin öğretiminde çevrimiçi ters yüz öğrenme modeli ve geleneksel çevrimiçi eğitim kıyaslandığında öğrencilerin akademik başarıları arasında anlamlı bir farklılık olup olmadığı ve öğrencilerin çevrimiçi ters yüz öğrenmeye yönelik görüşleri incelenmiştir. Çalışma COVID-19 salgını nedeniyle uzaktan eğitimin verildiği 2020-2021 eğitim öğretim yılında, Şırnak ilinde bir devlet okulunda 7. sınıf düzeyinde öğrenim gören 28 öğrenciyle yürütülmüştür. Karma araştırma yöntemlerinden iç içe deneysel desen ile tasarlanan araştırmanın nicel boyutunda son test kontrol gruplu yarı deneysel desen, nitel boyutunda ise yarı yapılandırılmış görüşme yöntemi kullanılmıştır. Deney grubunda dersler ÇTYÖM ile, kontrol grubunda ise geleneksel çevrimiçi ortamda mevcut öğretim programına dayalı olarak işlenmiştir. Araştırmada veri toplama aracı olarak araştırmacı tarafından geliştirilen başarı testi kullanılmıştır. Bununla birlikte ÇTYÖM uygulamalarına yönelik öğrenci görüşlerini belirlemek amacıyla deney grubundan seçilen 6 öğrenciyle yarı yapılandırılmış görüşme gerçekleştirilmiştir. Araştırma sonucunda deney ve kontrol grubu öğrencilerinin son test puan ortalamalarında arasında anlamlı bir farklılık oluşmamıştır. Nitel verilerin analizinden elde edilen bulgular sonucunda ise öğrencilerin modele yönelik olumlu görüşlere sahip olduğu görülmüştür. Öğrenciler ters yüz öğrenme modelinin öğrenme sürecinde kullanılması gerektiğini, ders öncesinde paylaşılan içerikler sayesinde hazır bulunuşluk düzeylerinin arttığını ifade etmişlerdir.

Makale detayları

The Effect of Online Flipped Learning Model on Secondary School Student’s Mathematics Lesson in Distance Education

Yazarlar:

Züleyha Yıldırım Yakar | Elif Doğru | Levent Yakar

Yayıncı:

Kahramanmaras Sutcu Imam University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Kahramanmaraş Sütçü İmam Üniversitesi Eğitim Dergisi Vol.6 Issue 2, pp.155-172

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001333638

pISSN:

2619-9742

Academic achievement

Distance education

Flipped learning

Online flipped learning

Ratio-proportionAkademik başarı

Çevrimiçi tersyüz öğrenme

Oran-orantı

Ters yüz öğrenme

Uzaktan eğitim

Sayı

Makale detayları

Yazarlar: Züleyha Yıldırım Yakar | Elif Doğru | Levent Yakar

Yayıncı: Kahramanmaras Sutcu Imam University

Ana Başlıklar: Matematik Eğitimi

Dergi: Kahramanmaraş Sütçü İmam Üniversitesi Eğitim Dergisi Vol.6 Issue 2, pp.155-172

Belge Tipi: Makale

Yayın Tarihi: 12/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001333638

pISSN: 2619-9742

Sayı

Yazarlar:

Züleyha Yıldırım Yakar | Elif Doğru | Levent Yakar

Yayıncı:

Kahramanmaras Sutcu Imam University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Kahramanmaraş Sütçü İmam Üniversitesi Eğitim Dergisi Vol.6 Issue 2, pp.155-172

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001333638

pISSN:

2619-9742