Effects of question prompts on undergraduate students' achievement, difficulty perception of the course and perception of flipped classroom application

The use of the flipped classroom in the educational process gives positive results as indicated by many literatures. The rapid development of teaching methods and sources of information poses an important question. Does using of flipped classroom application give sufficient benefit to the students? In an attempt to find out the effect of integrating certain methods with flipped classroom on students, this study was conducted. This study aims to find out the effect of question prompt on students achievement, difficulty perception of the course and perception of flipped classroom application. To find out this effect, the quasi-experimental design method was used for this study. Study sample was divided into two groups, as control group and experimental group, to assist in perfect understanding of the issue. Data collected from students by questionnaire and open ended questions. Data were analyzed statistically by the SPSS program to get the result. Result showed that there is no significant difference in terms of achievement, difficulty perception of course. Furthermore, most of the students agreed that the flipped classroom application is beneficial in terms of helping to prepare for the course and understanding the content. This study was within certain limits it is a specific place (Kastamonu University), a specific time (one semester). Key Words: Flipped classroom, scaffold, question prompt, achievement, difficulty perception.