Investigation of the effect of flapped education model on the academic achievement and attitude of students in geography education

The main purpose of this research is to examine how effective the flipped learning model is in teaching the subject of "external forces" in the 10th grade geography course. For this purpose, it was aimed to determine how courses taught with the flipped learning model affect students' academic achievements and attitudes towards the course, and what perspective students have about this model. This mixed method research was conducted on 10th grade students at Afyonkarahisar İbrahim Evren Vocational and Technical Anatolian High School in the first semester of the 2023-2024 academic year. Before the experimental process, a website was prepared and interactive videos, interactive games and quizzes were published on the site. Links containing interactive videos and interactive games related to 10th grade external forces were sent to the experimental group before the lesson. The study group consisted of a total of 47 students, 25 in the experimental group and 22 in the control group. Data were collected through geography academic achievement test, geography course attitude scale and student interview form. Qualitative data were analyzed using the descriptive analysis method, and quantitative data were analyzed using the SPSS program and independent-dependent groups t-test. The findings showed that the flipped learning model did not significantly increase academic success in the experimental group compared to the control group, but it significantly increased their attitudes towards the course. Student interviews also revealed that they were generally positively satisfied with the model.