The effect of the flipped classroom model on the teaching of verbs in seventh grades and on students' attitudes towards grammar

The main purpose of this study is to examine the effect of Flipped Classroom model on the teaching of verbs and students' attitudes towards grammar. In this study, "mixed research model" was used in which quantitative and qualitative analyses are combined. Within the scope of this model, convergent parallel design was utilized. The participants of the study consist of 44 students studying in the seventh grade of a secondary school affiliated to the Elazığ Provincial Directorate of National Education in the 2021-2022 academic year. Of these students, 21 participated in the experimental group and 23 in the control group. The application process lasted a total of ten weeks, with eight weeks of experimental application and two weeks of pretest-posttest applications. During this process, verb topics were conveyed to the experimental group students through the flipped classroom model, using the Education Information Network (EBA) platform, through lecture videos. In the classroom phase, under the guidance of the teacher, activities were conducted in which students can take an active role. The students in the control group were given lectures containing theoretical information about verb topics within the classroom and activities that could be considered within the Turkish Language Curriculum were presented, and homework assignments were given. As a quantitative data collection tools, the "Verb Achievement Test" developed by the researcher and the "Attitude Scale towards Grammar" developed by Özkaya and Coşkun in 2018 were used. The obtained data were analyzed with IBM SPSS Statistics 26.0 software. On these data, linear analysis of variance (ANCOVA) were performed for mixed measurements and t-test analyses were performed for correlations. Semi-structured interview guide, activity papers and observation notes developed by the researcher were used as qualitative data collection tools. The obtained data were analyzed using the MAXQDA qualitative data analysis software. As a result of this study, it was determined that the success scores of the experimental group students who were taught verbs according to the flipped classroom model were statistically significantly higher than the success scores of the control group students. In addition, it was found that the flipped classroom model also positively affected students' attitudes towards grammar. In addition, in line with the data obtained from qualitative data tools, it has been determined that the most important benefits of the flipped classroom model are being able to create an enjoyable classroom environment, ensuring the active participation of students, increasing teacher-student and student-student interaction, and for outside the classroom, other benefits included students being able to access the educational videos any time, and in repetition (in needed), thus also giving them a sense of responsibility. Keywords: Teaching Turkish language, Grammar Education, Education of Verbs, Flipped Classroom Model, Attitude Towards Grammar.