Investigation of the use of the flipped clasroom model in teaching the ratio-proportion

In this study, it is aimed to investigate the effect of Flipped Classroom Model on lower and higher level learning of students according to Revised Bloom Taxonomy on 7th grade "ratio-proportion" and determine student views about the model. Action research method was used in this research. The sample of the study consists of 36 7th grade students in two different branches in a district school of a small province in the eastern Black Sea region with low-moderate socio-economic status and academic achievement. The experimental and control groups were determined by convenience sampling method and Flipped Classroom Model was applied to the experimental group for five weeks including piloting. In the control group, courses were carried out according to the curriculum determined by the Ministry of National Education with conventional methods. In the quantitative part of the research, controlled pre-test and post-test model from the semi-experimental designs were used. The data were collected according to the Revised Bloom Taxonomy by mathematics achievement test consisting of a total of 12 questions, five of which were in the lower level and seven of them in the higher level cognitive steps. The qualitative data were collected by a student opinion form consisting of five open-ended questions. And the data subjected to descriptive analysis. In conclusion, there wasn't significant difference between the experimental and the control group's success scores obtained from the lower level questions. But, there was a significant difference between the experimental group and the control group in terms of the achievement scores obtained from the high level questions in favor of the experimental group. According to the opinions of the experimental group students, it was seen that the model positively affected the perspective of mathematics course and increase the success and participation of the course. It was concluded that the students wanted to use this model in their other courses and that the most liked aspect of the model was to be able to do fun classroom activities.