Dönüştürülmüş Sınıf ve Revize Edilmiş Dönüştürülmüş Sınıf Modellerinin Akademik Başarı ve Planlama Becerisine Etkisinin Karşılaştırılması

Araştırmanın amacı dönüştürülmüş sınıf modeline dayalı uygulamaların ilkokul 4. sınıf öğrencilerinin akademik başarı düzeyi ve planlama becerileri üzerindeki etkisini araştırmaktır. Örneklem Samsun’da devlet okulunda öğrenim gören 60 ilkokul 4. sınıf öğrencisinden oluşmaktadır. Araştırma nicel verilerin nitel verilerle desteklendiği açımlayıcı karma desende, nicel boyutu 3x2’lik ön test- son test kontrol gruplu yarı deneysel desende tasarlanmıştır. Araştırma her grupta 20 öğrenci olmak üzere 4 hafta boyunca dönüştürülmüş sınıf modelinin uygulandığı deney 1, revize edilmiş dönüştürülmüş sınıf modelinin uygulandığı deney 2 ve yürürlükte olan MEB ders ve çalışma kitabındaki etkinliklerin uygulandığı kontrol grubundan oluşmaktadır. Veriler, Fen Bilimleri ve Sosyal Bilgiler Kazanım Değerlendirme testleri ve Londra Kulesi Testi 4 ile toplanmıştır. Akademik başarı ve planlama becerisi düzeylerindeki değişimlerin karşılaştırılması için tekrarlı ölçümler için karışık desen ANOVA testine başvurulmuştur. Araştırma sonuçları dönüştürülmüş sınıf modeline dayalı uygulamaların akademik başarı üzerinde anlamlı bir şekilde daha etkili olduğunu göstermektedir. Dönüştürülmüş sınıf modeli ile revize edilmiş dönüştürülmüş sınıf modelinin uygulandığı gruplar arasında akademik başarı düzeyi açısından anlamlı bir farklılık olmadığı sonucuna ulaşılmıştır. Planlama becerisi düzeyleri açısından ise gruplar arasında anlamlı farklılığın olmadığı tespit edilmiştir. Dönüştürülmüş sınıf modelinin uygulandığı gruplarda yer alan öğrenciler modele ve animasyonlara, kare koda dayalı etkinliklere ilişkin olumlu görüş bildirdirmişlerdir. Her iki modelinde akademik başarı üzerinde etkili olduğu sonucundan hareketle, okullarda yaygın bir şekilde kullanımı önerilmektedir. Çevrimiçi sınıf yönetimi platformlarının kullanıldığı araştırmalarda modelin akademik başarı ve planlama becerisi üzerindeki etkisi araştırılabilir.

Comparison Effects of Flipped and In-Class Flipped Classroom Models on Academic Achievement and Planning Skills

The purpose of this study is to investigate the effect of applications based on the flipped classroom model on the academic achievement and planning skills of primary school fourth-grade students. The study sample consisted of 60 fourth grade students who attend a state primary school in Samsun. This study employed a mixed sequential explanatory design integrating quantitative and qualitative research methods. The study's quantitative dimension was designed as a semi-experimental design with a 3x2 pre-test and post-test control group. The study group consisted of 20 students in each group, experimental 1 received flipped classroom model-based science and social studies class, experimental 2 received in-class flipped classroom model-based science and social studies class, and the control group received the same classes specified by teacher and student books published in 2014 for four weeks. Research data was obtained with data tools developed within the research that Science and Social Studies courses learning outcome assessment tests, and the Tower of London Test. Mixed design repeated-measures ANOVA was used to compare students' academic achievement and planning skill levels. Research results show that each application in a flipped classroom was more effective than a traditional course on Science and Social Studies academic achievement. However, there was no significant difference between academic achievement levels of students in groups trained by flipped and in-class flipped classrooms. Research results show no significant difference between the students' planning skill levels in groups. Research results obtained by qualitative data show that students in groups who received flipped classroom models had a positive opinion on the flipped classroom, animations, and QR code activities. Both flipped classroom models are recommended for use in schools extensively; based on the research results, both models were effective on academic achievement. Future studies should recruit a sample with access to online classroom management platforms at home to examine the effect of model on academic achievement and planning skills.

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