The effect of online flipped classroom model on academic achievement and attitude of 10th grade students in the context of function concept

In this study, it was aimed to examine the effect of the online designed flipped classroom model on the functions of 10th grade mathematics teaching on academic achievement, attitudes towards mathematics lesson, and students' views on practice. In the research, from mixed method research the explanatory sequential design was used. The quantitative dimension of the research was designed according to the quasi-experimental design with pretest-posttest control group. Using the convenient sampling method, 28 students at the 10th grade level from the government high school of Aksaray, where the researcher worked, were determined as the study group. 15 students in the study group were in the experimental group and 13 students were in the control group. The research was carried out in the 2020-2021 academic year. While the lessons were taught online via Zoom with the help of videos shared on the EBA platform with the experimental group according to the flipped classroom model, the control group was taught online for 25 hours for 5 weeks, according to the traditional methods. Quantitative data in the study were collected with an academic achievement test prepared by the researcher and a Mathematics attitude scale prepared earlier by other researchers and the necessary permissions were obtained for use. Qualitative data were collected with semi-structured interview questions prepared by the researcher by taking expert opinions. The academic achievement test and the attitude scale were applied to the experimental and control groups as a pre-test before the experimental procedure and it was understood that the groups were equal. After the experimental procedure, academic achievement test and attitude scale were applied as posttest. Finally, online interviews were conducted with 6 students selected from the experimental group and qualitative data were collected. SPSS 16.0 package program was used in the analysis of quantitative data. Content analysis was used in the analysis of qualitative data. According to the findings obtained in the study, it was concluded that online education designed according to the flipped classroom model on 10th grade functions subject significantly increased the academic achievement of students compared to traditional online education. Although there were differences in the scores of the students in the experimental and control groups from the mathematics attitude scale, these differences were not statistically significant. In addition, students mentioned that they adopted the flipped classroom model, they wanted to use it in most lessons, group work increased their communication with their friends and teachers, and they felt that they came to the lessons ready thanks to the lesson videos.