Investigation of the effect of flipped learning model on 6th grade algebra teaching

Today, with the constructivism approach, the duties and responsibilities expected from teachers and students have also changed. Teachers aim to help students take responsibility for their own learning by providing guidance rather than imparting information in the classroom. One of the teaching models that emerged in line with the constructivism approach is the flipped learning model, which is one of the sub-branches of blended learning. The flipped learning model is a model based on learning the theoretical part of the course outside the classroom and the practical part in the classroom. In this study, students' academic achievement, mathematics attitudes and opinions about the flipped learning model were examined in order to see the effect of the flipped learning model on sixth grade algebra teaching. A quasi-experimental model with a pre-test and post-test control group was used in the research.. No significant difference was found between the average achievement test scores of the groups at the end of the study (p=.811; p>.05). A result similar to this result was observed among the mathematics attitude scale post-test scores (p=.362; p>.05). As a result of the findings obtained from the interviews, it was seen that the students had positive opinions about the model. As a result, although the flipped learning model enabled students to develop positive views, it did not create a significant difference in terms of academic achievement and mathematics attitude scores.