Investigation of the effect of primary school 4th grade listening/watching texts on listening/watching skills using flipped learning model

The aim of the study is to examine the effect on listening/watching skills in Turkish lessons by using the flipped learning model. Flipped learning is a learning model created by reversing the traditional learning approach. The study group of the research consists of 65 students who attend the 4th grade at Atatürk Primary School in the central district of Batman. In the research, explanatory sequential design, which is one of the mixed method designs in which quantitative and qualitative data are used together, was used. In the qualitative dimension of the research, a phenomenology design was used to make the quantitative data understandable. In the quantitative dimension of the study, a quasi-experimental design with pretest-posttest control group was used. Before the application, the "Listening Comprehension Test" consisting of 15 questions was applied to all 4th grade branches in the school as a pre-test, and according to the data obtained, the 4/C branch was chosen as the control group and the 4/D branch as the experimental group from two statistically close classes. In the experimental process, the flipped learning model was applied to the experimental group in the processing of listening/watching texts, and the recall level of the students was measured by asking recall questions about the texts. Experimental application lasted for 8 weeks, with 4 lessons per week. At the end of the experimental process, the "Listening Comprehension Test" was applied to the experimental and control groups as a post-test. In addition, a structured interview form was applied to the experimental group and a semi-structured interview form was applied to the classroom teacher of the experimental group. In the analysis of the data obtained at the end of the application, the normality of the Kolmogrov Smirnov test was taken into account in order to reveal whether the flipped learning model had an effect on the listening/watching skills of the students by using the SPSS 22nd statistical program. After the evaluations, it was determined that there were significant differences between the two groups in favor of the experimental group. The data obtained from the applied interview forms also support the quantitative data. As a result, it can be said that the flipped learning model increases the 4th grade students' listening/watching skills and their interest and desire towards the lesson. In addition, it was determined that the classroom teacher who carried out the application had positive views towards this model. According to the results obtained, it can be said that this model can be used instead of the existing model to increase listening/watching skills. Based on the findings of the study, various suggestions were made.