Investigation the effect of the Flipped Classroom Model on teaching the analytical geometry sub-learning field

With the rapid development of science and technology, changes have occurred in learning models and approaches. One of the effective and efficient models that emerged in this process and has been shining rapidly in recent years is the flipped classroom model. In this context, it was aimed to examine the effects of the use of the flipped classroom model in the teaching of the analytical geometry sub-learning field on the academic achievement, attitudes towards the computer and self-directed learning skills of 11th grade students, and to reveal their views on the flipped classroom model. The study group of the research, which was designed with the mixed research method, consists of 91 students studying in the 11th grade of a high school in the city center of Niğde in the first semester of the 2022-2023 academic year. While teaching was carried out with flipped classroom model applications in the experimental group of the study, teaching was carried out in the control group in line with the methods prescribed by the program. Analytical Geometry Achievement Test, Computer Attitude Scale for Secondary and High School Students, Self-Directed Learning Skills Scale and student opinion form were used to collect data in the research. Quantitative data were analyzed using Test Analysis Program and SPSS 24.0 program. Qualitative data were analyzed by content analysis. At the end of the research, it was revealed that the use of the flipped classroom model in the teaching of the sub-learning area of analytical geometry was effective in the achievement of students' achievement and self-directed learning skills, but not in their attitudes towards the computer. In addition, it was determined that the positive views of the students towards the flipped classroom model were predominant.