Examining the effect of the flipped classroom model-supported context-based learning approach on secondary school students' interests, situational interests, and academic achievements in mathematics instruction: A Я-EACT application

This study aims to design Я-EACT activities suited for the flipped classroom model supported context-based learning approach in mathematics instruction and examine the effect of these activities on the interest, situational interest, and academic achievement of secondary school students in grades 6, 7, and 8. The intervention part of this study, designed using an intervention design of advanced mixed methods, is a one-group pretest-posttest experimental design. Furthermore, due to the multidimensional structure of the research, a meta synthesis of the qualitative data obtained from studies examining the learning environments where the context-based learning approach was implemented was conducted before the intervention, and a Mathematics Contextual Characteristics Interest Scale was developed to determine the contextual characteristics that students are interested in (Uniqueness, Daily life, History of mathematics, and Technological context). Apart from the scale developed, the quantitative data of the study were collected through the Course Interest Scale, Situational Interest Scale, and Mathematics Achievement Test. However, the qualitative data were collected through focus group interviews conducted before and after the intervention, as well as through the Post-Activity Evaluation Form, consisting of open-ended survey questions. In addition, the number of students' likes and comments regarding the educational scenarios uploaded to EBA was examined. According to the findings obtained from the quantitative data analyses in the study, students' interest levels in contextual characteristics of mathematics lessons were higher in daily life contexts, followed by unique contexts, the history of mathematics, and technological contexts, respectively. In addition, students' interest in everyday life contexts, mathematical history contexts, and technological contexts did not significantly differ by grade level. However, students in grades 6 and 7 had a higher level of interest in unique contexts than grade 8 students. Students attending the science and arts education center had a higher level of interest in unique contexts compared to students attending only secondary schools. Yet, students' interest in other contextual characteristics did not differ by school type (secondary school or science and art center). It could be stated that the activities carried out increase students' interest in mathematics and their academic achievement. In addition, the increase in students' affective interest level was found to have a larger effect size compared to the increase in cognitive interest level. Students' situational interest scores were observed to be highest in activities with daily life contexts but lowest in activities with a technological context feature. According to the findings obtained from the qualitative data analysis, the problems encountered in learning environments where the context-based learning approach was implemented were grouped as "student-related", "teacher-related", and "subject-related" problems in the meta synthesis study. As a result of the descriptive content analysis of the post-activity evaluation forms administered during the intervention, five main themes (5) and fifty-four (54) codes grouped under these five themes emerged. Finally, within the scope of this study, recommendations were made regarding flipped classroom-supported context-based mathematics instruction.