The Effect of Teaching Writing Based on Flipped Classroom Model on Metacognitive Writing Awareness and Writing Achievements of Middle-School Students

Abstract

The purpose of this study was to determine the effect of Flipped Classroom (FC) model on metacognitive writing awareness and writing achievement. The pre-/post-test control group research model was used in this study. The research was carried out in a middle-school which is in Black Sea region of Turkey and totally 55 (28 experimental, 27 control) students participated in the study. Also, this study carried out within the scope of the Turkish course. The experimental group was taught based on the FC model for eight-weeks, on the other hand the control group was taught the story writing in face-to-face model. The data were collected using the Narrative Text Analytic Rubric (NTAR) and the Metacognitive Writing Awareness Scale (MWAS) which was developed by the researcher and analyzed with the IBM SPSS Statistics 22.0 program. The results of the study showed that the metacognitive writing awareness and story writing achievement of the teaching group based on the FC model were statistically higher than the students in the traditional face-to-face teaching group.