The impact of flipped classroom practices on student achievement and attitudes in the cells and divisions unit for 7th grade

This study examined the effect of the Flipped Classroom model on students' academic achievement and attitudes toward science within the scope of the 7th grade "Cell and Division" unit. The research was conducted with a total of 68 students enrolled in a public middle school located in the city center of Siirt during the 2023–2024 academic year. A quasi-experimental design with a pretest-posttest control group was employed. While the experimental group was instructed using the Flipped Classroom model supported by online learning tools such as EBA and Edpuzzle, the control group received instruction through the conventional teaching methods prescribed by the Ministry of National Education. Data were collected using the "Cell and Division Academic Achievement Test" and the "Science Attitude Scale." The collected data were analyzed using the SPSS 27.0 statistical software package; paired-samples and independent-samples t-tests as well as correlation analyses were applied. According to the findings, the students in the experimental group showed significant improvement in both academic achievement and attitudes toward science. Notable gains were observed particularly in sub-dimensions such as "Attitudes Toward Scientific Methods," "Attitudes Toward the Relationship Between Science and Daily Life," and "Opinions on Science Content." In contrast, no significant changes were identified in the control group's levels of achievement and attitudes. The results demonstrate that the Flipped Classroom model is an effective instructional method in science education and contributes significantly to the development of students' academic performance and attitudes. Accordingly, it is recommended that student-centered instructional approaches supported by technological tools be more widely implemented in classroom settings.