The effects of Flipped Classroom Model on academic achievement, academic motivation and cognitive absorption

The aim of this research is to investigate the effects of flipped classroom model on academic achievement, academic motivation and cognitive absorption. Pre-test/post-test quasi-experimental design with control group was applied for the research. Flipped classroom model was implemented in the experimental group while the control group adopted traditional teaching model. Research group consisted of 68 first-year students attending vocational school's "Computer Programming" in 2019-2020 academic year. The groups were formed by randomly assigning one class to be the experiment group (n=38) and the other one to be the control one (n=30) between two randomly selected first-year classes. The experimental process of the study continued for a total of 5 weeks, 4 weeks of training and 1 week of orientation. Demographic Information Form, Academic Achievement Test, Academic Motivation Scale and Cognitive Absorption Scale were used as data collection tools in the research. Independent samples t-test, paired sample t-test, Wilcoxon Signed Ranks Test, Spearman Correlation and Mann-Whitney U tests were used for analyzing data. At the end of the research, it has been found that experimental group is more successful than control group in terms of academic success. Besides, it has been found that there is no discrepancy between in-group and intergroup academic motivation. While among experimental group students, who took cognitive absorption scale, it has been observed that there is no discrepancy between pre and post experimental cognitive absorption scores, it has been found that there is a modest level of connection between cognitive absorption and academic motivation.