The Effect of Flip Learning on Students' Self-Efficacy and Academic Achievement

Abstract

One of the many types of modern methods that has been considered by experts and teachers in the last decade is flip learning. In this method, the content of the curriculum is provided outside the classroom by various technologies. The classroom is dedicated to interactive discussions, homework assignments, content usage, etc. Examining the impact of this the method for student learning was the subject of this study. The purpose of this study was to compare the flip learning method with the traditional method in academic achievement and self-efficacy of primary school students. The sample size was selected according to Morgan table using simple random sampling. To collect the data, Gink and Morgan's self-efficacy questionnaire (1999) and student's learning measurement were performed using a researcher-made academic achievement test. The training program was implemented over 8 45-minute sessions. The research method was a pre-test-post-test design with a control group. To analyze the data, descriptive statistics and inferential statistics of covariance were used. The results of this study indicate that the mean scores of academic achievement and self-efficacy of students who received the flip learning method were significantly higher than the average grades of students who used the traditional method. The flip learning method was effective on student self-efficacy and academic achievement.