A case study on the application of the gamified flipped classroom model in mathematics teaching

The aim of the research is to determine the situation regarding the implementation of the gamified flipped classroom model in the 5th grade mathematics course of secondary school. In the study, the holistic single case design of the case study design, one of the qualitative research methods, was used. The study group of the research consists of 13 fifth grade students studying in a public school located in Yenişehir District of Mersin Province. Outlier sampling, one of the purposeful sampling methods, was used to determine the study group. In the first semester of the 2022-2023 academic year, the students with the highest and lowest achievement levels were selected according to the average mathematics course scores of the students. An eight-week implementation was carried out in the study. In the application, mathematics lessons were carried out based on the gamified flipped classroom model. Qualitative and quantitative data collection tools were used in the study. These tools were used before, during and after the implementation. In collecting the qualitative data of the study, semi-structured interview forms were used to determine the opinions of the students about the mathematics lessons based on the gamified flipped classroom model. During the implementation process, teacher lesson observation form, student diaries and researcher diaries were used. A rubric was used to measure student performances during the implementation process. Content analysis method was used to analyse qualitative data, and the average of the scores given by the observer teacher and the researcher to the rubric was used to analyse quantitative data. As a result of the data obtained from the research, almost all of the students find the lessons taught in accordance with the gamified flipped classroom model fun. Students have difficulty in course activities from time to time. All of the students recommend the use of gamified lesson design in other lessons. Upper group students find gamified lesson activities both exciting and challenging. Both upper group students and lower group students find gamified lesson activities fun. When students do not watch digital content before the lesson, they cannot actively participate in the lesson. According to the data obtained from the observations of the teachers, the students willingly participate in the lesson. The correspondence between the two teachers' scores on students' maths performance is generally weak.