Examine the effect of the problem based learning activities supported via flipped classroom and lego-logo practices on the high school students' success and their motivation

It was purposed to examine the effect of the problem based activities supported via flipped classroom and LEGO-LOGO practices on the high school students' academic success and their motivation towards the course as well as the views of the students on the practices. In that sense the research was designed as a converging parallel design from mixed method designs. In the research carried out with two experimental groups and one control group criterian sampling as one of the purposive sampling methods was used to select the sample of the study. The study group consisted of 43 10th grade students having been educated at Information Technologies field at vocational high schools appropriate to the criteria at central districts in Bartin. The instruction of LEGO-LOGO practices was made face to face on the environment of flipped classroom (FC) with one experimental group (EGA) and at the classroom with another experimental group (EGB). The research went on during seven weeks. A secret Facebook group was set to make communication with the students on the environment of FC. 22 video prepared and organized by the researcher were integrated gradually on the environment of FC. LEGO-LOGO practices were instructed at the experimental groups and the students were asked to design robot and operate LEGO programming with their own designed robots in the process. While the participants were learning algorithm and flow schemes learning themes based on problem were generated by the researcher to provide them with the use of LEGO-LOGO practices. In accordance with the study's purpose, the data were gathered through such data collection tools as observation, focus group meeting, achievement test and motivation scale. The qualitative data were examined with the help of content analysis, then they were analyzed via Nvivo program. The data gathered at the end of the focus group meeting were supported with the results of observation in order to state more meaningful results. SPSS program was used in the analysis of the quantitative data. After the analysis effect size was calculated and statistically meaningful differences were interpreted based on the effect size. Both quantitative and qualitative data were examined by comparing them after completion of data analysis. At the end of the research it was observed that the experimental groups' motivation towards the course increased meaningfully and positively in contrast to their motivation levels before the course. Furthermore, any statistically meaningful difference wasn't found among the groups in terms of the motivation level towards the course after the experimental application. However, both groups' called as EGA and EGB motivation towards the course was seen to be improved positively in contrast to their motivation levels before the experimental application. There wasn't any statistically meaningful difference with regard to motivation level at the control group was found. In addition to this, the achievement success of both experimental groups called as EGA and EGB improved meaningfully and positively as opposed to success of the control group after the experimental application. According to the results of qualitative data analysis, the students of the experimental groups were largely prejudiced and stated negative views at the beginning of the research and after the research started the positive views substituted their negative views and prejudices were seen. The students explained educational advantages of the study. In addition, the students asserted that they studied cooperatively through the group study, shared task, took responsibility and become socialized with their friends. The students presenting their views on communication and interaction advantages of FC explained that they could study the subjects again and again out of the course hours and because of this they come the school as get prepared to the course and used the time economically. Moreover, it was stated flipped classroom improved the advantages of communication and interaction between student and teacher.