The effects of the flipped classroom model on the academic achievement of students in life science lessons

The aim of this study is to investigate the effect of life sciences teaching based upon flipped classroom model on student success and the students' opinions about the model. The study was carried out in the second period of the 2022-2023 academic year at a public school in Istanbul with a total of 60 students, half of whom are experimental group (n = 30) and the other half of whom are control group (30), at the 3rd grade. Lessons were conducted with the flipped classroom model in the experimental group but via the existing curriculum in the control group. Explanatory sequential design, one of the mixed research methods, was used in the research. In the quantitative dimension of the study, a quasi-experimental design with pre-test, post-test, experimental and control groups was used. "3rd Grade Life Science Course Life in Nature Unit Achievement Test" and a semi-structured interview form developed by the researcher were used as data collection tools. In the research, quantitative data were analyzed with the SPSS 22.0 package program. Content analysis method was applied so that collected data could be analyzed. In accordance with data obtained from the research, it was concluded that flipped classroom model increased students' academic success. The findings also showed that the students had positive attitude regarding the model, they liked the in-class activities very much, and that flipped classroom model could be applied in next courses.