The effect of the flipped learning model enriched with technological tools on student achievement and motivation: the subject of reactions of acids and bases

This study investigated the effects of technological tools enriched flipped learning model on student academic achievement and chemistry motivation in the topic of "Reactions of Acids and Bases" in 10th grade chemistry courses. The sample of the study consisted of a total of 24 students studying in two different classes of a private high school in the city center of Bursa. One class was assigned as the experimental group (N=12), and the other as the control group (N=12). The technology-supported flipped learning model was applied in the experimental group, while the teacher-centered instructional method was used in the control group. A quasi-experimental design with a pre-test and post-test control group was used in the study. Data were collected using an Academic Achievement Test (AAT), developed by the researcher according to the six steps of the revised Bloom taxonomy, and a 5-point Likert-type Chemistry Motivation Scale (CMS). Both measurement tools were administered to the experimental and control groups as pre-test and post-test before and after the instruction. While the data obtained with the AAT were analyzed qualitatively, the data obtained with the CMS were analyzed quantitatively. The SPSS software, version 25 was used in the analysis of the CMS data, and due to the normal distribution of the data, independent-samples t-test and paired-samples t-test were applied. As a result of the analyses, it was determined that the mean score of the experimental group on the AAT was slightly higher than the control group in terms of academic achievement. It was also observed that the experimental group performed better on the AAT questions in the recall and creation stages of the revised Bloom taxonomy. In terms of chemistry motivation, a statistically significant difference was found between the pre-test and post-test mean scores of the experimental group on the CMS, while no statistically significant difference was found in the control group.