The effect of flip learning supported gamified peer teaching on students' achievement, motivation and social skills in primary school mathematics course

The aim of this research is to examine the effects of using gamified peer instruction supported by flipped learning in primary school mathematics course on students' course success, motivation towards the course, and social skills. An explanatory sequential design, one of the mixed research designs, was used in the research. A quasi-experimental design with a pre-test-post-test control group was used for the quantitative dimension of the research. The qualitative dimension was conducted as a case study. The research was conducted with a total of 87 students studying at the third grade level of primary school in a public school located in Bartın province in the spring semester of the 2023-2024 academic year. The experimental process of the study, which was conducted with one experimental (DG, n=29) and two control groups (KG-1, n=29; KG-2, n=29), lasted 8 weeks. Mathematics lessons in the experimental group were taught based on the flipped learning model and this model was supported by gamified peer instruction in the classroom. Cooperation was made with the parents of the students in lesson preparation outside the classroom and reinforcement activities after the lesson. No intervention was made to the control group, and lessons were conducted in accordance with the current curriculum. The quantitative data of the study were collected using the "Mathematics Course Academic Success Test", "Mathematics Motivation Scale" and "Social Skills Scale", and the qualitative data were collected using the "Student Interview Form" and "Parent Interview Form". The quantitative data obtained were analyzed using the T-test for Dependent Samples, Analysis of Variance (ANOVA) and Analysis of Covariance (ANCOVA), and the qualitative data obtained from the semi-structured interviews were analyzed using content analysis. As a result of the study, it was observed that there were significant differences in favor of the experimental group in which gamified peer instruction supported by flipped learning was used in terms of subject value and exam anxiety as sub-dimensions of motivation. Similarly, it was determined that the mathematics achievement levels of the students in the experimental group were significantly higher than the control group. However, it was determined that there was no significant difference between the experimental and control groups in terms of the social skill variable. In the study, most of the students stated that gamified peer instruction supported by flipped learning had a positive effect on the students' cognitive and affective skills, created a sense of excitement and made the lesson more fun. They also noted that the teacher role in peer teaching, the sense of competition and the integration of the lesson with the "Kulami" game were the features they liked. The research provides evidence for the applicability of the flipped learning model in cooperation with parents at the primary education level. Educational implications and suggestions were also included in line with the findings of the research. Keywords: Peer teaching, mathematics, gamification, flipped learning As a result of the study, it was observed that there were significant differences in favor of the experimental group in which gamified peer instruction supported by flipped learning was used in terms of subject value and exam anxiety as sub-dimensions of motivation. Similarly, it was determined that the mathematics achievement levels of the students in the experimental group were significantly higher than the control group. However, it was determined that there was no significant difference between the experimental and control groups in terms of the social skill variable. In the study, most of the students stated that gamified peer instruction supported by flipped learning had a positive effect on the students' cognitive and affective skills, created a sense of excitement and made the lesson more fun. They also noted that the teacher role in peer teaching, the sense of competition and the integration of the lesson with the Kulami game were the features they liked. The research provides evidence for the applicability of the flipped learning model in cooperation with parents at the primary education level. Educational implications and suggestions were also included in line with the findings of the research.