İlkokullarda Dönüştürülmüş Sınıf Modelinin Matematik Dersindeki Akademik Başarı ve Motivasyona Etkisi

Bu araştırmada ilkokul dördüncü sınıf matematik dersinde dönüştürülmüş sınıf modelinin akademik başarı ve matematik dersi motivasyonuna etkisi incelenmiştir. Araştırmada Kontrol gruplu ön test-son test yarı deneysel deseninden yararlanılmıştır. Araştırma seçkisiz olarak atanan iki farklı sınıfta (Deney grubu-Kontrol grubu) uygulanmıştır. Çalışma grubu 28+28 olmak üzere toplam 56 öğrenciyle yürütülmüştür. Başarı testi araştırmacılar tarafında mevcut kaynaklardan sınıf öğretmeni ve uzman desteğinde belirlenmiştir. Ayrıca Ersöz ve Öksüz (2015)’ün geliştirdiği İlkokul Matematik Motivasyon Ölçeği’inden yararlanılmıştır. Verilerin çözümlenmesinde ilişkili ve ilişkisiz t testi kullanılmıştır. Araştırma sonucunda ayrı ayrı olmak üzere deney ve kontrol gruplarının ön test ve son test puanları arasında anlamlı fark olduğu belirlenmiştir. Deney ve kontrol gruplarının ön test puanları arasında istatistiksel olarak anlamlı bir farka rastlanmamıştır. Ancak grupların son test puanları deney grubu lehine anlamlı düzeyde fark göstermiştir. Diğer taraftan matematik motivasyon düzeyleri arasında gerek gruplar arası ve gerekse grup içinde olmak üzere ön test ve son test motivasyon düzeyleri arasında herhangi bir farka rastlanmamıştır. Ulaşılan bu bulgulara dayalı olarak dönüştürülmüş sınıf modelinin ilkokul dördüncü sınıf düzeyinde matematik dersinde akademik başarıyı artırdığı ancak motivasyon üzerinde etkisi olmadığı belirlenmiştir.

The Effect of Flipped Classroom Model on Academic Achievement and Motivation in Maths Lesson at Primary Schools

In this research, the effect of flipped classroom model on academic achievement and maths lesson motivation in the 4th grade maths class was investigated. In the research, pre-test– post-test quasi-experimental design with control group was used. The research was carried out in two different classes (Test group-Control group) that were assigned randomly. The study was conducted with a study group of 56 students (28+28). The achievement test was determined by the researchers with the support of the class teacher and the expert using the available resources. Besides, Primary School Maths Motivation Scale developed by Ersöz and Öksüz (2015) was used. In data analysis, paired and independent t-test was used. As a result of the research, it was determined that there was a significant difference between the pre-test and post-test scores of the test and control groups independently. No statistically significant difference was found between the pre-test scores of the test and control groups. However, the post-test scores of the groups showed a significant difference on behalf of the test group. On the other hand, no significant difference was found between pre-test and post-test maths motivation levels both between groups and within groups. Based on these findings, it was determined that flipped classroom model increased the academic achievement in maths lesson at primary school 4th grade level but had no effect on motivation.

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