The Effect of A Flipped Classroom on Students’ Achievements, Academic Engagement and Satisfaction Levels

In this study, a flipped classroom was compared with blended learning and face-to-face learning environments and the aim was to identify the effect of these learning environments on students’ achievements, academic engagement and satisfaction levels. Based on this aim, one control and two experimental groups were formed. The students in Experiment-I learned the theoretical aspect of the course through the materials in the online learning environment which were prepared prior to the class study time in context with the “flipped classroom”. The students in Experiment-II learned the theoretical aspect of the course in the classroom in accordance with the blended learning model and fulfilled active learning activities out of class study time. The students in the control group learned the theoretical aspect of the course in the classroom according to the current curriculum and conducted active learning activities at their homes. It was found that the scores for the students in the experimental groups with regard to academic achievement and engagement were higher than the scores for those in the control group and the differences between the groups were statistically significant. It was revealed that the students were also generally satisfied with the flipped classroom.

___

  • Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1-14. Akbulut, E. (2010). Levels of the empathic tendencies of classroom teachers. [Sinif Ogretmenlerinin Empatik Egilim Duzeyleri.] Unpublished Master Thesis. [Yayinlanmamis Yuksek Lisans Tezi.] Sakarya University. [Sakarya Universitesi.] AlJaser, A. M. (2017). Effectiveness of Using Flipped Classroom Strategy in Academic Achievement and Self-Efficacy among Education Students of Princess Nourah bint Abdulrahman University. English Language Teaching, 10(4), 67. Arshad, K., & Imran, M. A. (2013). Increasing the interaction time in a lecture by integrating flipped classroom and just-in-time teaching concepts. Compass: Journal of Learning and Teaching, 4(7). Ary, D., Jacobs, L.C., Sorensen, C.K., & Razavieh, A. (2010). Introduction to research in education (8th ed.). Belmont, CA: Wadsworth, Cengage Learning. Asef-Vaziri, A. (2015). The Flipped Classroom of Operations Management: A Not‐For‐Cost‐Reduction Platform. Decision Sciences Journal of Innovative Education, 13(1), 71-89. Astin, A. W. (1984). Student involvement: A developmental theory for higher education. Journal of College Student Personnel, 25, 297-307. 56 Atwa, Z. M., Din, R., & Hussin, M. (2017). Effectiveness of Flipped Learning in Physics Education on Palestinian High School Students’ Achievement. Journal of Personalized Learning, 2(1), 73-85. Aydin, B. (2016). The effects of flipped classroom model on academic achievement, homework/task stress level and transfer of learning. [Ters Yuz Sinif Modelinin Akademik Basari, Odev/Gorev Stres Duzeyi ve Ogrenme Transferi Uzerindeki Etkisi.] Unpublished Master Thesis. [Yayinlanmamis Yuksek Lisans Tezi.] Suleyman Demirel University. [Suleyman Demirel Universitesi.] Baker, J. (2000). The ‘classroom flip’: Using web course management tools to become the guide by the side. 11th international conference on College Teaching and Learning, Jacksonville, FL. Bergmann, J. , & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Washington: International Society for Technology in Education. Bergmann, J., Overmyer, J., & Wilie, B. (2013). The flipped class: What it is and what it is not. The Daily Riff, 9. Bhagat, K. K., Chang, C. N. , & Chang, C. Y. (2016). The impact of the flipped classroom on mathematics concept learning in high school. Educational Technology & Society, 19(3), 134-142. Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. In ASEE National Conference Proceedings, Atlanta, GA, 30(9), 1-18. Boyraz, S. (2014). Evaluating flipped classroom/education method in English teaching. [Ingilizce Ogretiminde Tersine Egitim Uygulamasinin Degerlendirilmesi.] Unpublished Master Thesis. [Yayinlanmamis Yuksek Lisans Tezi.] Afyon Kocatepe University. [Afyon Kocatepe Universitesi.] Bosner, S., Pickert, J., & Stibane, T. (2015). Teaching differential diagnosis in primary care using an inverted classroom approach: student satisfaction and gain in skills and knowledge. BMC medical education, 15(1), 63. Brunsell, E., & Horejsi, M. (2011). Flipping your classroom. Learning and Leading with Technology, 78(2), 10. Butzler, K. B. (2014). The effects of motivation on achievement and satisfaction in a flipped classroom learning environment. Northcentral University. Buyukozturk, S.(2011) Sosyal Bilimler icin Veri Analizi El Kitabi. Pegem Akademi Publications, Ankara. Can, A. (2013). SPSS ile Bilimsel Arastirma Surecinde Nicel Veri Analizi. Pegem Publications, Ankara. Ceylan, C. K. (2015). Effect of blended learning to academic achievement. [Harmanlanmis Ogrenme Yonteminin Akademik Basariya Etkisi.] Unpublished Master Thesis. [Yayinlanmamis Yuksek Lisans Tezi.] Adnan Menderes University. [Adnan Menderes Universitesi.] Chapman, E. (2003). Assessing student engagement rates. ERIC Digest. Chen, Y., Wang, Y., & Chen, N. S. (2014). Is FLIP enough? Or should we use the FLIPPED model instead?. Computers & Education, 79, 16-27. Chu, L., & Sun, S. H. (2015). The application of flipped classroom in pediatric physical therapy. Physiotherapy, 101, e252. Clark, K. R. (2015). The effects of the flipped model of instruction on student engagement and performance in the secondary mathematics classroom. Journal of Educators Online, 12(1), 91-115. Creswell, J., W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed). Upper Saddle River, NJ: Merrill. Cakir, E. (2017). The effect of flipped classroom on 7th grade students’ academic achievement, cognitive risk taking skills and computational thinking skills in science education classroom. [Ters yuz sinif uygulamalarinin fen bilimleri 7. sinif ogrencilerinin akademik basari, zihinsel risk alma ve bilgisayarca dusunme becerileri uzerine etkisi.] Unpublished Master Thesis. [Yayinlanmamis Yuksek Lisans Tezi.] Ondokuz Mayis University. [Ondokuz Mayis Universitesi.] 57 Dabbagh, N., & Bannan-Ritland, B. (2005). Online learning: Concepts, strategies, and application. Prentice Hall. Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research and Development, 61(4), 563-580. Demiralay, R. (2014). Examining the process of flipped classroom model acceptance in the context of diffusion of innovations theory. [Evde Ders Okulda Odev Modelinin Benimsenmesi Surecinin Yeniligin Yayilimi Kurami Cercevesinde Incelenmesi.] Unpublished Doctoral Dissertation. [Yayinlanmamis Doktora Tezi.] Gazi University. [Gazi Universitesi.] Dixon, K. L. (2017). The effect of the flipped classroom on urban high school students’ motivation and academic achievement in a high school science course. Liberty University. Driscoll, M. (2002). Blended learning: Let’s get beyond the hype. E-learning, 1(4), 1-4. Duffy, C. M. (2016). The impact of flipped learning on student achievement in an eighth grade earth science classroom. Doctoral Dissertation, Wilkes University. Elian, S. M., & Hamaidi, D. A. H., (2018). The Effect of Using Flipped Classroom Strategy on the Academic Achievement of Fourth Grade Students in Jordan, International Journal of Emerging Technologies in Learning (iJET), 13(02), 110-125. Errey, R., & Wood, G. (2011). Lessons from a student engagement pilot study. Australian Universities’ Review, 53(1), 21-34. Findlay-Thompson, S., & Mombourquette, P. (2014). Evaluation of a flipped classroom in an undergraduate business course. Business Education & Accreditation, 6(1), 63-72. Foldnes, N. (2016). The flipped classroom and cooperative learning: Evidence from a randomised experiment. Active Learning in Higher Education, 17(1), 39-49. Fredricks, J. A. (2011). Engagement in school and out-of-school contexts: A multidimensional view of engagement. Theory Into Practice, 50, 327-335. Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children’s academic engagement and performance. Journal of educational psychology, 95(1), 148. Gilboy, M. B., Heinerichs, S., & Pazzaglia, G. (2015). Enhancing student engagement using the flipped classroom. Journal of Nutrition Education and Behavior, 47(1), 109-114. doi:10.1016/j. jneb.2014.08.008 Gonzalez-Gomez, D., Jeong, J. S., & Rodriguez, D. A. (2016). Performance and perception in the flipped learning model: an initial approach to evaluate the effectiveness of a new teaching methodology in a general science classroom. Journal of Science Education and Technology, 25(3), 450-459. Halili,S. H., & Zainuddin, Z. (2015). Flipping the classroom: what we know and what we do not. The Online Journal of Distance Education and e-Learning (TOJDEL), 3(1), 28-35. Harbour, K. E., Evanovich, L. L., Sweigart, C. A., & Hughes, L. E. (2015). A brief review of effective teaching practices that maximize student engagement. Preventing School Failure, 59(1), 5-13. Horton, W. (2011). E-learning by design. John Wiley & Sons. Iyitoglu, O. (2018). The impact of flipped classroom model on EFL learners’ academic achievement, attitudes and self-efficacy beliefs: a mixed method study. Doctoral Dissertation. Yildiz Teknik University. Johnson, D. (2012). Power up!: Taking charge of online learning. Educational Leadership, 70(3), 84-85. Kalayci, S. (2010). SPSS Uygulamali Cok Degiskenli Istatistik Teknikleri. Asil Publications, Ankara. Kim, M. K., Kim, S. M., Khera, O., & Getman, J. (2014). The experience of three flipped classrooms in an urban university: an exploration of design principles. The Internet and Higher Education, 22, 37-50. 58 Kim, S. H., Park, N. H., & Joo, K. H. (2014). Effects of flipped classroom based on smart learning on selfdirected and collaborative learning. International journal of control and automation, 7(12), 69-80. Kong, Q. P., Wong, N. Y., & Lam, C. C. (2003). Student engagement in mathematics: Development of instrument and validation of construct. Mathematics Education Research Journal, 15(1), 4-21. Korucu, A. T. (2013). In the environment of problem-based collaborative learning the effect of dynamic web technologies on academic achievement and academic engagement. [Problem temelli isbirlikli ogrenme ortaminda dinamik web teknolojilerinin akademik basari ile akademik ugrasiya etkisi.] Unpublished Doctoral Dissertation. [Yayinlanmamis Doktora Tezi.] Gazi University. [Gazi Universitesi.] Kuh, G. D. (2008). High impact education practices: What they are, who has access to them and why they matter. Washington DC: Association of American Colleges and Universities. Kuh, G. D. (2009). The National Survey of Student Engagement: Conceptual and empirical foundations. New Directions for Institutional Research, 2009(141), 5-20. Kuh, G. D., Kinzie, J., Buckley, J. A., Bridges, B. K., & Hayek, J. C. (2011). Piecing together the student success puzzle: Research, propositions, and recommendations: ASHE higher education report. San Francisco: John Wiley & Sons. Marzano, R. (2013). Art and science of teaching/ask yourself: Are students engaged. ASCD: Technology-Rich. Mason, G. S., Shuman T. R., & Cook, K. E. (2013). Comparing the effectiveness of an inverted classroom to a traditional classroom in an upper-division engineering course, IEEE Transactions on Education, 56(4). McGivney-Burelle, J., & Xue, F. (2013). Flipping calculus. PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies, 23(5), 477-486. McLaughlin, J. E., Gharkholonarehe, N., & Esserman, D. A. (2014). The flipped classroom: a course redesign to foster learning and engagement in a health professions school. Academic Medicine, 8(2). Mertler, C. A., & Vannatta, R. A. (2002). A guide to multivariate techniques. Advanced and Multivariate Statistical Methods. 2nd ed. Los Angeles, CA: Pyrczak Publishing. Milman, N. B. (2012). The flipped classroom strategy: What is it and how can it best be used?. Distance Learning, 9(3), 85. Missildine, K., Fountain, R., Summers, L., & Gosselin, K. (2013). Flipping the classroom to improve student performance and satisfaction. Journal of Nursing Education, 52(10), 597-599. Morgan, H., McLean, K., Chapman, C., Fitzgerald, J., Yousuf, A., & Hammoud, M. (2015). The flipped classroom for medical students. The clinical teacher, 12(3), 155-160. O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: a scoping review. The Internet and Higher Education, 25, 85–95. Osguthorpe, R. T., & Graham, C. R. (2003). Blended learning systems: Definitions and Directions. Quarterly Review of Distance Education, 4(3), 227-234. Overmyer, G. R. (2014). The Flipped Classroom for college algebra: Effects on student achievement. Doctoral Dissertation. Colorado State University. Pascarella, E. T., & Terenzini, P. T. (1991). How College Affects Students: Findings and Insights from Twenty Years of Research. San Francisco, CA: Jossey-Bass. Pike, G. R. & Kuh, G. D. (2005). A typology of student engagement for American colleges and universities. Research in Higher Education, 46, 185-209. Pinto, C., & Little, G. (2014). Flipped librarians: Assessing our own need to understand our users. The Journal of academic librarianship, 2(40), 192-193. Research. 120th ASEE Annual Conference & Exposition. Atlanta: GA. 59 Robson, C. (2011). Real world research (3th ed.). West Sussex, England: Wiley. Rutkowski, J., & Moscinska, K. (2013, September). Self-directed learning and flip teaching: electric circuit theory case study. 41st SEFI Conference, Leuven, Belgium. Saglam, D (2016). The effect of flipped classroom model on the academic achievements and attitudes of students in English language teaching. [Ters-Yuz Sinif Modelinin Ingilizce Dersinde Ogrencilerin Akademik Basarilarina ve Tutumlarina Etkisi.] Unpublished Master Thesis. [Yayinlanmamis Yuksek Lisans Tezi.] Bulent Ecevit University. [Bulent Ecevit Universitesi.] Sirakaya, D. A. (2015). The effect of flipped classroom model on academic achievement, self - directed learning readiness and motivation. [Tersyuz Sinif Modelinin Akademik Basari, Oz-Yonetimli Ogrenme Hazirbulunuslugu ve Motivasyon Uzerine Etkisi.] Unpublished Doctoral Dissertation. [Yayinlanmamis Doktora Tezi.] Gazi University. [Gazi Universitesi.] Singh, H., & Reed, C. (2002). Achieving Success with Blended Learning, Centra White Paper. Skinner, E. A., Kinderman, T. A., & Furrer, C. J. (2009). A motivational perspective on engagement and disaffection: Conceptualization and assessment of children’s behavioral and emotional participation in academic activities in the classroom. Educational and Psychological Measurement, 69, 493–525. Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation, and task orientation. Learning Environment Research, 15, 171-193. Street, S. E., Gilliland, K. O., McNeil, C., & Royal, K. (2015). The flipped classroom improved medical student performance and satisfaction in a pre-clinical physiology course. Medical Science Educator, 25(1), 35-43. Talan, T. (2018). Design of E-Learning Environment According to Flipped Classroom Model and Evaluation of Model Applicability. [Donusturulmus Sinif Modeline Gore E-Ogrenme Ortaminin Tasarimi ve Modelin Uygulanabilirliginin Degerlendirilmesi.] Unpublished Doctoral Dissertation. [Yayinlanmamis Doktora Tezi.] Istanbul University. [Istanbul Universitesi.] Tan, E., Brainard, A., & Larkin, G. L. (2015). Acceptability of the flipped classroom approach for in‐house teaching in emergency medicine. Emergency Medicine Australasia, 27(5), 453-459. Thai, T. N., De Wever, B., & Valcke, M. (2017). The impact of a flipped classroom design on learning performance in higher education: Looking for the best “blend” of lectures and guiding questions with feedback. Computers & Education. 107, 113-126. Touchton, M. (2015). Flipping the classroom and student performance in advanced statistics: Evidence from a quasi-experiment. Journal of Political Science Education, 11(1), 28-44. Tucker, B. (2012). The flipped classroom. Education next, 12(1). Turan, Z.(2015). The evaluation of flipped classroom method and examination of its effects on academic achievement, cognitive load and motivation. [Ters yuz sinif yonteminin degerlendirilmesi ve akademik basari, bilissel yuk ve motivasyona etkisinin incelenmesi]. Unpublished Doctoral Dissertation. [Yayinlanmamis Doktora Tezi.] Ataturk University. [Ataturk Universitesi.] Turan, Z., & Goktas, Y. (2015). A New Approach in Higher Education: The Students’ Views on Flipped Classroom Method. [Yuksekogretimde Yeni Bir Yaklasim: Ogrencilerin Ters Yuz Sinif Yontemine Iliskin Gorusleri.] Journal of Higher Education & Science/Yuksekogretim ve Bilim Dergisi, 5(2). Umbach, P. D., & Wawrzynski, M. R. (2005). Faculty do matter: The role of college faculty in student learning and engagement. Research in Higher Education 46 (2), 153-184. Wang, Z., Bergin, C., & Bergin, D. A. (2014). Measuring engagement in fourth to twelfth grade classrooms: The classroom engagement inventory. School Psychology Quarterly: The Official Journal of the Division of School Psychology, American Psychological Association, 29(4), 517–35. Whillier, S., & Lystad, R. P. (2015). No differences in grades or level of satisfaction in a flipped classroom for neuroanatomy. Journal of Chiropractic Education, 29(2), 127-133. 60 Yavuz, M. (2016). An investigation into the effects of flipped classroom applications on the academic success and experiences of the students at secondary school. [Ortaogretim Duzeyinde Ters Yuz Sinif Uygulamalarinin Akademik Basari Uzerine Etkisi ve Ogrenci Deneyimlerinin Incelenmesi.] Unpublished Master Thesis. [Yayinlanmamis Yuksek Lisans Tezi.] Ataturk University. [Ataturk Universitesi.] Young, E. (2011). Flip it: An interview with Aaron Sams and Jonathan Bergmann. Go Teach, 1(1), 12-14. Young, T. P., Bailey, C. J., Guptill, M., Thorp, A. W., & Thomas, T. L. (2014). The flipped classroom: a modality for mixed asynchronous and synchronous learning in a residency program. Western Journal of Emergency Medicine, 15(7), 938. Zappe, S. Leicht, R., Messner, J., Litzinger, T., & Lee, H. W. (2009). Flipping the classroom to explore active learning in a large undergraduate course. ASEE Conference, Austin, TX.