The effect of flipped learning model on academic achievement, retention and classroom climate

The aim of this study is to investigate the effect of flipped learning model on academic achievement, knowledge retention and classroom climate perceptions of prospective teachers and to determine their opinions concerning the model. In this study, exploratory mixed method design was used. The study was conducted in a "Educational Psychology" course with 38 prospective teachers who study Science Education in Faculty of Education in a public university. Prospective teachers were divided into two groups and the groups were randomly assigned as experimental and control groups. Flipped learning model was applied in the experimental group and for the control group traditional method was used. Quantitative and qualitative data collection tools were used in the study. Academic Achievement Test and Classroom Climate Inventory were used as quantitative data collection tools. As qualitative data collection tools; semi-structured interview form, student diaries and focus group interview form were used. Descriptive statistics, t-test for independent groups, t-test for dependent groups, ANOVA and ANCOVA tests were used for the analysis of quantitative data. For the analysis of qualitative data, descriptive and content analysis techniques were used. At the end of the 8-week implementation process, it was found that the academic achievement of the experimental group was significantly higher than the control group. Besides, it was found that there was no significant difference between knowledge retention and classroom climate perceptions of the prospective teachers in experimental and control group. Six months after the application process, there was no significant difference between experimental and control groups in terms of the second knowledge retention test results to measure the long-term knowledge retention. It was concluded that prospective teachers have a positive attitude towards the flipped learning model and considered the model as functional. Keywords: Flipped Learning Model, Academic Achievement, Retention, Classroom Climate