The Effects of Flipped Classroom Model on Academic Achievement, Academic Motivation and Cognitive Absorption

Abstract

The purpose of this study is to investigate the effects of flipped classroom model on academic achievement, academic motivation and cognitive absorption. The study was conducted with a group of 68 freshman students studying at a vocational school’s “Computer Programming” department in the 2019-2020 academic year. A quasi-experimental framework with pre-test/post-test was employed in the research and the participants were randomly assigned to the experimental group and the control group. In the experimental group (n=38), flipped classroom model was utilized and in the control group (n=30), the traditional classroom model was employed. The experimental process of the study continued for 5 weeks, 4 weeks of training and 1 week of orientation. Demographic Information Form, Academic Achievement Test, Academic Motivation Scale and Cognitive Absorption Scale were used for data collection. To analyze the data, Independent Samples T-Test, Paired Sample T-Test, Wilcoxon Signed Ranks Test, Spearman Correlation and Mann-Whitney U Tests were used. The findings showed that the experimental group had higher levels of academic achievement compared to the control group. Besides, it was found that there is no discrepancy between in-group and intergroup academic motivation. Although the pre- and post-test results of the experimental group students, who took cognitive absorption scale, did not show a statistically significant difference, the results indicate a modest level of connection between cognitive absorption and academic motivation.