Akademik Veri Yönetim Sistemi
Trakya Eğitim Dergisi, cilt.3, sa.1, ss.534-556, 2023 (Hakemli Dergi)
ABSTRACT: The aim of this study is to determine the effect of
flipped learning on university students' creative thinking tendencies,
communication skills, motivation levels and academic
achievements. In this study, in which a sequential explanatory
pattern was preferred from mixed method designs, the research
process was carried out with a quasi-experimental design with pretest-post-test, control group and a case study design. Two study
groups, consisting of 69 associate degree students, as experiment
and control groups, took part in the study. As data collection tools,
"Creative Thinking Tendencies Scale", "Communication Skills
Scale", "Education Motivation Scale", "Development and Learning
Course Achievement Test" and "Semi-Structured Interview Form"
were used. The experimental process of the study took 13 weeks.
The experimental process was carried out in three stages:
preparation, implementation and reporting. In this process, draft
programs for the Development and Learning course were created.
While these programs were based on flipped learning application in
the experimental group; in the control group, distance education was
used. While in quantitative data analysis, independent samples ttest, paired-samples t test, one sample covariance analysis
(ANCOVA) which are among the parametric tests were used, in
qualitative data analysis, content analysis was applied. When
quantitative data was evaluated, it was determined that there was a
statistically significant difference in favour of the experimental
group in terms of the creative thinking tendencies, communication
skills, motivation levels and academic achievements between the
experimental and control group students. Qualitative findings, on
the other hand, supported the quantitative findings and revealed that
university students had a positive view of flipped learning.