The effect of flipped classroom model on self-regulation skills of middle school students

Abstract

One of the instructional model that can support student-centered environments is the flipped classroom model, which blends the positive aspects of technology in education with the advantages of traditional methods. This research aims to determine the effect of Flipped Classroom Model (FCM) in the science course on 7th-grade students' self-regulation skills. The design of the study is a pretest-posttest control group quasi-experimental design. Participants of the study consisted of 67 7th-grade students from a public middle school located in the Mezitli district of Mersin, Turkey. The experimental group comprised 31 students, while the control group consisted of 36 students. Students' self-regulation skills were assessed through the implementation of "Motivated Strategies for Learning Questionnaire" (MSLQ). Data were analyzed using the independent samples t-tests and paired samples t-tests. The comparison of post-test scores between the experimental and control groups indicated a significant mean difference for all subscales of learning strategies and motivation, except for extrinsic goal orientation and test anxiety. The results indicate that FCM develops students' motivation and their use of learning strategies. The results of this study support that the FCM is more effective in increasing 7th-grade students' self-regulation than traditional lecture format for science courses.