Examination of the effect of flipped classroom model on students' academic achievement and motivation in primary school 4th grade mathematics lesson

This study aims to examine the impact of the flipped classroom model on student achievement and motivation in 4th grade mathematics classes, and to determine student opinions about the implementation process of the model. The research is a semi-experimental study that uses both qualitative and quantitative data collection methods. An unequal groups pretest-posttest control group design was used as one of the quasi-experimental designs for the purpose of the research. The participants of the study were students in the fourth grade of a state school located in the province of Malatya, affiliated with the Ministry of National Education, during the 2021-2022 academic year. The application of the research was carried out in two different groups: the experimental group, which learned with the flipped classroom model, had 30 students, and the control group, which followed the methods prescribed by the existing program, had 34 students. A 20-item academic achievement test developed by the researcher and a motivation scale adapted to Turkish by Kara (2008) were used as data collection tools. In addition, two focus group interviews were conducted with the experimental group students as part of the research. SPSS 21 program, a licensed data analysis software package for social sciences, was used for the analysis of the quantitative data of the research. Arithmetic mean, standard deviation, percentage, frequency, Shapiro-Wilk test, t-test for dependent and independent groups, two-way ANOVA, and covariance analysis were used for the analysis of quantitative data. Content analysis method was used for the analysis of qualitative data. As a result of the research, it was found that students who learned with the flipped classroom model showed higher achievement compared to other students, and this achievement was statistically significant. There was no statistically significant difference between the experimental and control groups in terms of motivation levels at the end of the application. It was observed that students stated that watching videos about the topics to be covered outside of class made learning easier, allowed for permanent learning while having fun, increased their sense of responsibility towards the lesson, and provided willingness and ease in learning and answering questions. It was found that playing games, solving problems, and engaging in various activities through EBA outside of class positively contributed to their learning. However, they also stated that they faced some problems with internet access. When the opinions of the students about the most liked aspects of the flipped classroom model were examined, it was seen that the most popular application was surprise questions. When the opinions of the students about teaching with the flipped classroom model in other subjects were examined, the students stated that their willingness to learn would increase.