The effect of the flipped classroom model on pre-service teachers' academic achievement, self-regulated learning skills and classroom engagement

The purpose of the study is to examine the effect of the use of the flipped classroom model in the information technology course in higher education on pre-service teachers' academic achievement, self-regulated learning skills and classroom engagement. In accordance with this purpose, the study adopts a quasi-experimental pre-test-post-test design with the control group, which is one of the quantitative research methods. The sample of the study consists of 96 pre-service teachers, 48 of whom are in the experimental group and 48 of whom are in the control group. Within the scope of the study, a seven-week application was carried out in the fall semester of the 2020-2021 academic year. The data obtained as a result of the application were analyzed by the descriptive and predictive statistics. As a result of the analysis of the data, there was a significant difference in favor of the experimental group between the academic achievement post-test and retention test scores of the pre-service teachers in the experimental and control group participating in the study. In this context, it was concluded that the flipped classroom model had a positive effect on academic achievement in the information technology course. On the contrary, there was no significant difference between the students' self-regulated skills and their class engagement as a result of the comparison of the post-test data of both groups. When the sub-dimensions of classroom engagement were examined, it was determined that there was no significant difference between the two groups according to the post-test data of cognitive, affective and behavioral engagement. When the differences between the pre-test and post-test scores of the dimensions of classroom engagement were examined within the groups, it was found that there was no significant difference between the pre-test and post-test scores of all sub-dimensions of class engagement for the control group. In the experimental group, it was determined that there was no significant difference between the pre-test and post-test scores of the affective engagement sub-dimension of class engagement, while there were significant differences in the behavioral and cognitive engagement sub-dimensions against the post-test scores.