The effect of gamified flipped learning model on academic achievement, autonomous learning and science learning motivation of secondary school students

In this study, it was aimed to investigate whether the 'Gamified Reverse-Face Learning' model has an effect on the academic achievement, autonomous learning and science learning motivation variables of 6th grade middle school students. The sample of the study consists of 6th grade students of a state secondary school in Kepez district of Antalya, which continues its education in the 2023-2024 academic year. Of the study group consisting of a total of 61 students determined by the convenience sampling method, 31 students constitute the experimental group and 30 students constitute the control group. Pre-test - post-test unbalanced control group experimental design was adopted for data collection. Within the scope of the 'Gamified Flipped Learning' model, 'Class Dojo, EBA, WhatsApp, YouTube' digital platforms were used. In the study, '6th Grade Force and Motion Unit Academic Achievement Test' scale, 'Autonomous Learning Scale', 'Science Learning Motivation Scale' tools were used to collect data. The mean, standard deviation and skewness values for each sub-dimension and general score of these scales used in the study were calculated for the experimental and control groups and it was determined that the data were suitable for normal distribution. Independent groups t-test and dependent groups t-test techniques were used to analyse the data. As a result of the study, while the post-test averages of the students in the experimental group showed a significant increase of 3.36 points compared to the pre-test averages, the post-test averages of the control group students of the same scale showed an increase of 1.56 points compared to the pre-test averages and it was concluded that there was a greater increase in favour of the experimental group. However, when the post-test results of the Force and Motion Unit Academic Achievement test were analysed, it was determined that the applications did not create a statistical difference in the experimental group compared to the control group. When the post-test results of the Study Habits sub-dimension of the Autonomous Learning Scale were examined, it was found that the experimental group showed a significant difference in a positive direction compared to the control group, but when the post-test results of the General scores and the Independent Learning sub-dimension were examined, it was determined that there was no significant difference between the experimental and control groups. When the post-test results of Science Learning Motivation Scale General scores and Intrinsic Motivation, Career Motivation, Self Determination sub-dimensions were analysed, it was found that the experimental group showed a significant difference in a positive direction compared to the control group, whereas the post-test results of Self Efficacy and Grade Motivation sub-dimensions did not show a significant difference between the experimental and control groups.