Ters yüz sınıf modelinin ilkokulda uygulanabilirliğinin incelenmesi: Üçüncü sınıf matematik dersi örneği
Thesis Type: Doctorate
Institution Of The Thesis: Ataturk University, Kâzım Karabekir Eğitim Fakültesi, Temel Eğitim, Turkey
Approval Date: 2023
Thesis Language: Turkish
Student: Nesibe AĞIRMAN
Supervisor: Muhammet Hanifi Ercoşkun
Open Archive Collection: AVESIS Open Access Collection
Abstract:Purpose: The purpose of this research is to investigate the applicability of the flipped classroom model in primary school and its effects on students' academic achievement, motivation for homework, participation levels in classroom activities, and parents' participation in their children's education within the scope of third grade mathematics class, and to make an evaluation and recommendations for the implementation of the model in primary school. Methodology: In order to achieve this purpose, the research was carried out using the mixed method intervention design. The study group of the research is a total of 33 third-grade students in two classes determined according to their pre-test scores from a private school in Ankara in the first semester of the 2018-2019 academic year, their parents and classroom teachers. Depending on the purpose and method of the study, both quantitative and qualitative data were collected during the research process. The Independent Samples t Test and Mann Whitney U Test were employed for the quantitative data analysis, while descriptive analysis and content analysis were carried out in line with the objectives of the data collection for the qualitative data analysis. Findings: The flipped classroom model improved students' academic performance, participation in classroom activities, intrinsic motivation for homework, and the retention of learning, according to the quantitative and qualitative data gained from the research. The flipped classroom model enhanced parents' parental involvement in homework and made it easier for them to fulfil their responsibilities, even if the quantitative findings on parent involvement indicated that there was no statistically significant difference between the experimental and control groups. In addition, within the scope of the application of the flipped classroom model in primary school, it was determined that there was an interrelated structure between the variables of academic achievement, participation in classroom activities, motivation for homework and parent involvement. The videos utilised as digital learning resources should not be more than 10 minutes, and their content should be enjoyable according to the qualitative findings of the study. The flipped classroom model was usable in primary school, despite the fact that the preliminary preparation increased the teacher's workload. The experimental group's teacher, students and parents were found to have few unfavourable and generally positive opinions on a variety of topics relating to the applicability of the flipped classroom model in primary school and whether it was worthwhile to implement. Conclusion: Based on research results, it has been concluded that though it imposes a workload on the teacher, the flipped classroom model is applicable in primary school through the example of third grade mathematics class and it is worth applying because it raises students' academic achievement, participation in classroom activities, intrinsic motivation for homework, retention of learning, parent participation, and because of its many advantages stated by the participants.