An investigation of the effects of the flipped classroom model on students' academic achievements in 7th-grade mathematics

In this study, the aim was to reveal the impact of the flipped classroom model on the academic achievements of students in 7th-grade mathematics classes and to determine student views regarding the implementation of the model. An explanatory sequential design from mixed methods research was used in the study. The quantitative dimension of the study was conducted using a non-equivalent control group quasi-experimental design. In order to examine the pre test post test qualitative dimension, semi-structured interviews were conducted with the students. The experimental and control groups of the study consisted of a total of 44 students, 22 of whom were in the experimental group and 22 were in the control group, continuing their education in the 7th grade of a state middle school in the Güroymak district of Bitlis province affiliated with the Ministry of National Education in the 2021-2022 academic year. While the lessons were conducted for the experimental group according to the flipped classroom model through videos shared on the EBA platform and distributed to students with portable memory devices, the control group was taught using traditional methods for 4 weeks (22 class hours) as specified in the annual curriculum. The quantitative data of the research were collected through an academic achievement test consisting of 25 questions within the scope of the Lines, Angles, and Polygons unit. The scores obtained from the pre test and post test of the experimental and control groups were analysed, and no significant difference was found between them. The qualitative data of the research were collected through semi-structured interview forms with 6 selected students from the experimental group. Their permission was obtained, and the interviews were recorded. SPSS 22.0 package program was used for the analysis of quantitative data. Wilcoxon signed-rank test was applied to detect changes within the same group. Mann Whitney U test was used to evaluate the non-normally distributed pre test scores of different groups, and independent samples t-test was applied to evaluate the normally distributed post test scores. The qualitative data obtained were analysed through content analysis. According to the findings obtained in the study, it was concluded that there was an increase in the post test scores of both groups, but the flipped classroom model applied to the experimental group significantly increased students' academic achievements compared to the control group where traditional education was implemented. As a result of the interviews, it was observed that the students generally expressed positive views about the model, adopted the application, and wished to use it in most of their classes.