The Impact of the Flipped Classroom Model on Students' Academic Achievement

Emine Cabı

doi:10.19173/irrodl.v19i3.3482

Abstract

The aim of this study is twofold. First, it aims to investigate the impact of the Flipped Classroom (FC) Model on students’ academic achievement. Second, it reveals the students’ opinions about the model itself. For four weeks, the students in the experimental group were taught in a blended learning context where the FC Model was applied, while the lessons in the control group were carried out through traditional blended learning. Both groups were administered a test before and after the Flipped Classroom sessions. To analyze the data, a two-way ANOVA for Mixed Measures was conducted to compare the means of test scores of each group. The results showed that there were no statistically significant differences between the scores of the two groups. Coming to classes prepared and completing the assignments in class, so that students did not need to do assignments at home, were among the positive aspects of the FC Model. The problems encountered in this model, however, are categorized under three main titles: Motivation, Content, and Learning. At the end of the study, the advantages and disadvantages of the FC Model are identified in accordance with the participants’ opinions, and necessary suggestions made.

Highlights

The use of the flipped classroom as an alternative to the traditional learning environments has been increasingly attracting the attention of researchers and educators
The findings showed that members of the experimental group, who were taught using the Flipped Classroom (FC) Model, scored higher on the aforementioned scales than the control group members, who were taught in a traditional learning environment (Zhonggen & Wang 2016)
The main purpose of this study is to investigate the impacts of the FC Model on students' academic achievements

Summary

Introduction

The use of the flipped classroom as an alternative to the traditional learning environments has been increasingly attracting the attention of researchers and educators. The advancement in technological tools such as interactive videos, interactive in-class activities, and video conference systems paves the way for the widespread use of flipped classrooms (Johnston, 2017). It is even asserted that the flipped classroom, which is used to create effective teaching environments at schools, is the best model for using technology in education (Hamdan, McKnight, McKnight, & Arfstrom, 2013). Bishop and Verleger (2013) contended that a flipped classroom is an educational technique which consists of two significant components: (1) the use of computer technologies such as video lectures and (2) the involvement of interactive learning activities Learners are more active in the class, internalizing the contents through a wide range of classroom tasks (Crouch & Mazur, 2001). Bishop and Verleger (2013) contended that a flipped classroom is an educational technique which consists of two significant components: (1) the use of computer technologies such as video lectures and (2) the involvement of interactive learning activities

Objectives

Methods

Results

Conclusion