The effect of the flipped classroom model on gifted students’ self-regulation skills and academic achievement

Abstract

This research examines the effect of the flipped classroom model on gifted students’ achievement and self-regulation skills using the embedded design, a mixed research method. For this aim, the research has been carried out with 70 gifted students (35 in the experimental group and 35 in the control group) studying in the Recognizing Individual Skills 1 program at a Science and Art Center. A 6-week implementation has been carried out taking into account the lesson plans developed by the flipped classroom model for the experimental group and the existing Recognizing Individual Skills Program 1 curriculum for the control group. MANOVA has been used to analyze the quantitative data, inductive content analysis was used to analyze the qualitative data. A statistically significant difference has been found between the experimental and control groups in favor of the experimental group in terms of academic achievement and self-regulation skill scores during the quantitative data analysis. However, while we were able to generalize to the accessible population the results found in terms of academic achievement, we could not generalize the results to the population in terms of self-regulation. As a result of the qualitative data analysis, students stated the model to be effective for learning and flexible in terms of content and time, to assure that they come prepared for the course, and to increase their self-regulation skills. In this context, the flipped classroom model is recommended for use in the subject of science for gifted students