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

Abstract

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.