The effect of blended learning on academic achievement in mathematics and social studies teaching: Station rotation model

The main purpose of this research is to determine the effect of courses taught with the station rotation model, one of the blended learning models, on students' academic success and their opinions on the process. In this research, which is aimed at its application in mathematics and social studies teaching, an explanatory sequential design, one of the mixed method designs, was adopted. The quantitative part of the research was designed as a pre-test post-test experimental design with a control group. The effect of the station rotation model on academic achievement was determined through the answers given by the experimental and control groups to the mathematics achievement test and social studies achievement test administered before and after the experimental procedure. The qualitative part of the research was designed in the phenomenological pattern, one of the qualitative research designs. In the qualitative part of the research, an attempt was made to detail and explain the quantitative data based on the data obtained. In the quantitative dimension of the research, the sample consists of 4th grade primary school students studying in a public school in Batman province, a total of 65 students, including 30 control group students and 35 experimental group students. When determining the sample, the convenience sampling method, one of the non-probability sampling methods, was preferred. In the qualitative dimension of the research, the study group was formed using the criterion sampling method, one of the purposeful sampling methods. In this research, "participating in the implementation process of the station rotation model" was determined as the criterion and 38 students were determined as the study group. "Mathematics Achievement Test" and "Social Studies Achievement Test" developed by the researcher were used as data collection tools in the quantitative part of the research. In the qualitative part, a semi-structured interview form developed by the researcher was used. Kolmogorov-Smirnov and Shapiro-Wilk values were examined to determine the suitability of the obtained quantitative data for normal distribution. Considering that the values do not show a normal distribution, non-parametric tests were preferred. The qualitative data obtained in the research were analyzed with the content analysis method using the MAXQDA qualitative data analysis program. As a result of the research; The station rotation model significantly increased students' academic success in mathematics and social studies courses, and students found the station rotation model effective and efficient in the education process.