The Effect of the Flipped Classroom Model on Pre-Service Teachers' Digital Literacy and Digital Pedagogical Competencies

Abstract

This study aims to analyze the effect of the flipped classroom model on the pre-service social studies teachers’ digital literacy and digital pedagogical competencies. The study employed one group pretest-posttest design, one of the weak experimental models. The working group of the study consisted of 28 sophomore studying at the department of social studies teaching in a Turkish state university during the 2019-2020 academic year. This study employed “Digital Literacy and Digital Pedagogic Competency Scales” as data collection tools. Descriptive statistics and multivariate variance analysis (MANOVA) were used during data analysis. The study results revealed that the flipped classroom model based activities had a significant impact upon the digital literacy and digital pedagogical competences of the participants. The study also examined whether there was a significant difference in pre-service teachers’ pre-test and post-test scores with regards to gender. A significant difference was identified across the pre-service teachers’ digital literacy post-test scores in favor of females. Based on the results, various recommendations were provided.