Effect of the flipped classroom model on students achievement and views in science education

The study's group was constitutes 41 students in totally experimental group 20 and control group 21 which continue their education in the second classroom of the Science Teaching, Department of Mathematics and Science Education Department, Muş Alparslan University Faculty of Education in 2017-2018 academic year. In the research, mixed methods which have quantitative and qualitative were collected and analyzed. Analysis of quantitative data was used independent samples t-test (pre-test post-test semi-experimental design) and the aim of determining groups homogeneous in quantitative data was used Shapiro-Wilks test for group size which has smaller than 50. The applied last test in the research was showed significantly different as p value with a small deviation from a = 0.05 both experimental group and control group. Moreover, it was found that the success scores of the groups showed a graphically normal distribution that is a homogeneous distribution as result from descriptive statistical analysis Q-Q normal graph and distribution of box line graph. When the analysis of the results obtained in the experiment and control group students, pre-test of the experimental group öD =7.05 is a big increase to the arithmetic average of the last test sD = 22.20 and pre-test of the control group öK = 7.61 is to found final result of arithmetic mean sK =16.19. In the analysis of qualitative data is also used descriptive analysis method (semi-structured interview form). The academic achievement test results of the experimental group were significantly higher than the control group at the end of study. It is clearly stated in the Semi-structured Interview forms the views of students, interests and attitudes that tend positively against the model applied in the same way. Finally, it is seen statistically that Flipped Classroom application has more meaningful results than traditional class application.