The effect of flipped learning model on students' academic achievement, motivation and retention in primary school social studies course

In this research, aims to examine the impact of the flipped learning model in elementary Social Studies classes on students' academic achievement, motivation, and learning retention. The method of the research was determined as a quasi-experimental design with pre-test post-test control group among quantitative research methods. The study group consists of fourth-grade students attending a public school in the Efeler district of Aydın province during the 2022-2023 academic year. The study group consists of a total of 44 students, with 22 in the experimental group and 22 in the control group selected using non-random sampling methods. The data of the study were obtained using an "Academic Achievement Test" and "Academic Motivation Scale" developed by the researcher. The data were analyzed using the SPSS 22 Package Program, with normality tests, Independent Samples t-test, and ANOVA used for analysis. As a result of the study, it was found that there was a statistically significant increase in the academic achievement and motivation levels of students in the experimental group where the flipped learning model was applied compared to the control group where the current curriculum program was implemented. Additionally, it was revealed that learning retention was significantly in favor of the students in the experimental group. This research concluded that the implementation of the flipped learning model in elementary Social Studies classes enhances academic achievement, increases student motivation levels, and ensures learning retention. The flipped learning model is recommended for improving students' academic achievements, motivation towards the subject, and learning retention.