Developing academic achievement, problem solving and self regulation skills with the fli̇pped learning model: A case study

The aim of this research is to carry out an in depth examination on the process of developing academic achievement, problem solving and self regulation skills in associate degree students through the microcontrollers course curriculum developed in accordance with the flipped learning model. The case study pattern, one of the qualitative research methods, was used in the study. While determining the study group of the research, criterion sampling, one of the purposive sampling methods, was used. The study group of the research consisted of 13 students studying at the associate degree level in the fall semester of the 2021-2022 academic year. Within the scope of the research, data were collected through the academic achievement test, problem solving inventory, motivation and learning strategies scale, semi-structured interview forms, observation, researcher diary, student online self-reflection form and online system records developed by the researcher. In the study, descriptive analysis and content analysis methods were used in the analysis of the qualitative data obtained from the data collection tools, and the Wilcoxon Signed Rank Test was used in the analysis of quantitative data, since the number of samples was less than 30. As a result of the research, it was observed that the flexibility and active learning experiences provided by the flipped learning model in the course met the expectations of the students and affected them positively. As a result of the analysis, it was concluded that there was a positive change in the students' self-efficacy levels in their approach to problems. It has been determined that the students believed in themselves that they could solve the problem and they were able to see the problems from different perspectives. The inclusion of complex problems that require high cognitive level problem analysis and multiple solutions in performance tasks and projects, which were given as classroom activities, increased peer interactions, enabling students to better understand the subjects and to approach more systematically to problem solving stages. In addition, there was a positive increase in the intrinsic motivation of the students with the flipped learning model. Additionally, it was concluded that the students developed new learning strategies and they were able to apply these strategies. Edpuzzle and Edmodo platforms used for online activities contributed to the development of students' self regulation skills. At this point, students were given the opportunity to control their own learning process with online reflection forms, thus contributing to the development of self-regulation skills. The research findings also revealed that the students reported negative opinions about the flipped learning model, especially concerning the in-class time that was insufficient for the activities and the preparation process at home that took time. Some problems were encountered during the implementation of the flipped learning model. It has been determined that the students who are accustomed to the traditional method have difficulty in getting used to the process of applying the flipped learning model. In addition, it was determined that there were conflicts among the students in the task sharing while the projects were being carried out. In the quantitative findings obtained in the study, there was a significant difference in the academic achievement, problem solving and self-regulation skills of the students according to the Wilcoxon Signed Rank Test results. According to these results, it has been determined that the flipped learning model is effective in increasing academic achievement, problem solving and self regulation skills in the microcontrollers course. Keywords: Flipped learning, problem solving skills, self regulation skills, case study.