A teaching process with flipped learning model: An investigation of proportional reasoning skills

This study aimed to examine the effect of using flipped learning model on seventh-grade students' learning of ratio and proportion concepts and their views. Fully integrated mixed methods research was adopted in the study. A static group comparison design as a quantitative research method and a case study as a qualitative research method was integrated into the study. The participants of the research, selected with the convenience sampling method, consisted of 56 seventh-grade students, with 28 students in the experimental group and 28 students in the control group in two classrooms of a public middle school in Ankara in the 2022-2023 academic year. The objectives related to the ratio and proportion concept were taught to the experimental group students through flipped learning model, while the control group students received regular instruction. Classroom videos and materials were shared with the experimental group students through the EBA platform. In the research, the Skill-Based Proportional Reasoning Test and the Procedure-Based Proportional Reasoning Test, developed by the researcher, were used to determine the students' proportional reasoning skills. In addition, the Flipped Learning Readiness Scale, the Flipped Learning Student Views Questionnaire and the Flipped Learning Student Opinions Form were used to reveal the perspectives of the experimental group students towards the flipped learning model. Researcher field notes were also used in addition to these data collection tools. Results showed that there was a statistically significant difference between the post-test scores of the experimental group and control group students in the Skill-Based Proportional Reasoning Test. The mean score of the experimental group students was higher than that of the control group students in the Skill-Based Proportional Reasoning Test. On the other hand, there was no significant difference between the post-test scores of the experimental group and control group students in the Procedure-Based Proportional Reasoning Test. Moreover, there was a statistically significant difference between the pre-test and post-test scores of the experimental group students in the Flipped Learning Readiness Scale. It was observed that there was an increase in the experimental group students' overall scores and sub-dimension scores on the scale. In addition, the experimental group students highly agreed with almost all of the positive items in the Flipped Learning Student Views Questionnaire and did not agree with any negative items. Experimental group students stated that they wanted the flipped learning model to be used in mathematics lessons and developed positive affective characteristics towards the concepts and mathematics. Furthermore, it was determined that students mainly experienced technical problems arising from the EBA platform in the process. In the skill-based proportional reasoning test, the experimental and control group students mostly used the inside-outside product strategy in finding the unknown value. They mostly used the inverse proportion algorithm in the inverse proportion type problems. In the quantitative comparison problem type, the most commonly used strategy was the unit rate strategy. In the qualitative comparison problem type, students had the ability to reason proportionally while solving the problem but did not use a specific solution strategy. The most frequently used incorrect solution strategies by the students were using numbers, inability to determine the type of proportion, giving emotional answers and not answering the problem. In conclusion, it was seen that the flipped learning model had a positive effect on student learning and views. Based on the results, recommendations were made for the teaching process of the ratio and proportion concept, the implementation process of the flipped learning model and the EBA platform.