The effect of flipped learning model applications used in teaching classification of living things and the kingdom of bacteria on student's academic achievement and 21st century skills

In this research, the biology course "Classification of Living Things" and "Kingdom of Bacteria" were taught with 9th grade students using the flipped learning model, and it was aimed to determine the effect of the application of the flipped learning model on the students' academic success and attitudes towards 21st century skills. The research sample consisted of 49 9th grade students, 20 control and 29 experimental, studying at Türk Telekom Girls' Imam Hatip Anatolian High School in Diyarbakır Silvan district in the spring semester of the 2023-2024 academic year. Quantitative research approach was used in the research, and the control-experimental group model of the quasi-experimental design was used. The research was conducted with 3 classes, and 9-A class constituted the control group, where the lessons were taught with the methods and techniques required by the current program; 9-C and 9-D classes constituted the experimental group in which lessons were taught with applications based on the flipped learning model. The application was made in the biology course with the subjects "Classification of Living Things" and "Kingdom of Bacteria" and lasted for 5 weeks. Two scales were used as data collection tools during the research process. These are the academic achievement test developed by the researcher for the topics of "World of Living Things" and "Kingdom of Bacteria" and the Multidimensional 21st Century Skills scale adapted by Çevik and Şentürk (2019). The reliability coefficient of the academic achievement test is 0.83; The overall reliability coefficient of the Multidimensional 21st Century Skills Scale is 0.76. These scales were applied to the experimental and control group students both at the beginning and at the end of the process. The data obtained in the research were analyzed with the SPSS.20 program. At the beginning of the research process, the experimental group students showed lower success than the control group students in terms of academic achievement scores; Contrary to this result, students in the control group showed higher success than the control group students after the lessons were taught with the flipped learning model. At the end of the study, it was determined that the application of the flipped learning model did not lead to a significant difference in the change in students' attitudes towards 21st century skills in general.