The effect of teaching mathematics with the flipped learning model on the 7th grade students' self-efficacy perceptions for computational thinking skills and their understanding and using language of mathematics

This study aims to investigate the effect of the flipped classroom model in mathematics teaching on 7th grade secondary school students' self-efficacy perception s for computational thinking skills and their ability to understand and use language of mathematics. The research was conducted with 54 seventh-grade students attending a state-affiliated secondary school in Sinop during the 2024-2025 academic year. A quasi-experimental design with pre-test and post-test control groups was used in the study. The research was completed within 8 weeks. The experimental group consisted of 26 students, and the control group consisted of 28 students. The flipped classroom model was used in the experimental group, while the traditional teaching method was used in the control group. The Self-Efficacy Perception Scale For 'Computational Thinking Skills and the 'Mathematical Language Comprehension and Using Skills Scale' were used as data collection tools in the study. Activities related to the learning outcomes in the 7th-grade 'Equations and Number Patterns' were prepared by considering the scales, and expert opinions were obtained on the subject. The pre-test and post-test data obtained in the study were analyzed using the SPSS program. Polinominal ANCOVA test and Independent Samples t-test were used in the analysis of the data obtained in the research. However, at the end of the experimental process, it was found out-that mathematics teaching with the flipped classroom model significantly increased experimental group students' self-efficacy perceptions for computational thinking skills and their understanding and using language of mathematics more than the traditional teaching method, and that it is proved to be a more effective method.