THE EFFECT OF FLIPPED CLASSROOM PRACTICES ON STUDENTS’ ACADEMIC ACHIEVEMENT AND RESPONSIBILITY LEVELS IN SOCIAL STUDIES COURSE

Abstract

One of the main objectives of the Social Studies course is to raise individuals with a high level of responsibility. In this direction, many responsibilities are given to the students with the flipped classroom practices known as the replacement of the homework process at home with the theoretical knowledge process in the classroom and increase their academic success. The aim of this study is to investigate the effect of flipped classroom practices on students’ academic achievement and responsibility levels in 5th-grade Social Studies course. The research was carried out according to the embedded experimental design which is one of the mixed-method designs. The study group consists of 5th-grade students studying in the 2018-2019 academic year in two different classes designated as experimental and control groups of a public secondary school in the middle socioeconomic level and Social Studies teacher of these classes. The data were obtained with the Student Responsibility Scale, academic achievement test and semi-structured interviews. As a result of the research, it was found that flipped classroom practices significantly increased the academic achievement and responsibility levels of the students in the experimental group. Teachers and students emphasized that e-learning videos had a significant effect on the increase in achievement and responsibility level. It is suggested that the flipped classroom practice can be used to imrove students’ responsibility and academic achievement levels.