The effect of teaching performed in the flipped the history of Turkish Republic Revolution and Kemalism classroom by using Educational Informatics Network on students' academic success and attitudes

The aim of this study is to determine the effect of students' academic achievement, multimedia attitudes and attitudes towards the classes according to the curriculum-based teaching of the education conducted using the Educational Informatics Network (EBA) in the eighth grade the History of Turkish Republic Revolution and Kemalism classes. The study was designed according to the quasi-experimental design with pre-test and post-test control groups. The study group of the research consisted of 38 students from two different classes studying in 8th grades of two different secondary schools in the city center of Amasya in the second term of 2017-2018 academic year. In the study group, it was paid attention that the students were equal in terms of gender, class size, 7th grade pass grade and social studies lesson grade average. In the study, since the existing classes are used in schools, no special effort has been made to match students through unbiased assignment and non-matched control group model were used. Groups were determined by clustered sampling. In the study, as means of data collection, the Academic Achievement Test, the Multimedia Attitude Scale, and the History of Turkish Republic Revolution and Kemalism Classes Attitude Scale were used. It has been noted that the academic success pre-test points regarding the History of Turkish Republic Revolution and Kemalism classes had no difference significantly. It was found that there was no significant difference between pre-test points of students regarding their attitude towards the History of Turkish Republic Revolution and Kemalism classes. It was found that the attitude pre-test points regarding using multimedia in their courses were different significantly. It has been noted that there was a significant difference between academic success pre-test - post-test divergence points of students in the experiment group. It was highlighted that there was a significant difference between the academic success pre-test - post-test divergence points of the students in the control group. It was found that academic success pre-test - post-test points of the students regarding the History of Turkish Republic Revolution and Kemalism class were significantly different in favour of the experimental group. Even though there was an increase in the attitudes of students towards the course at the end of the implementation, it was found that there was no significant difference. It was concluded that pre-test - post-test divergence points of students regarding their attitudes towards using multimedia in their course had no significant difference. According to this, it can be said that flipped class application using EBA contents contribute significantly to the academic achievements of the Kemalism unit of the students. It is found out that the flipped class implementation using EBA contents did not contribute more to the student's attitude towards the History of Turkish Republic Revolution and Kemalism classes in the study group than the students in the control group. It is found out that flipped classes implementation using EBA contents did not contribute to the attitudes of the students in the study group compared to the students in the control group in terms of attitude towards the use of multimedia in classes.