Abstract
ABSTRACT The aim of this study is to test the effect of the flipped learning model in promoting student science teachers’ (SSTs) research self-efficacy (RSE) and the predictor role of RSE on achievement grades (AG) in the context of research methods in education course. The study is designed as a multimethod research. The participants were 33 SSTs from science education department. The implementation took 16 weeks. The results showed that FLM increased SSTs’ RSE in overall and in each sub-dimensions. Also, regression analyses revealed that SSTs’ RSE is a significant and moderate predictor of AG. Results are discussed in the light of existing theoretical and empirical research and suggestions are made for the future research.
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