The effect of flipped classroom model on motivation to learn ninth grade mathematics course

Today's world, where technological opportunities are multidimensional, enables researchers to search for different models that will contribute to the education of the new generation that grows up with these opportunities. The flipped learning model, with its structure that allows the use of technological opportunities, is a model that needs to be examined for its effects on students. This research aims to examine the motivation of students towards the lesson of the flipped learning model applied in the mathematics lesson at high school. Quantitative research method was selected for the research. In this respect, a quasi-experimental model with pretest-posttest control group was applied. The study group of the research consists of 50, 9th grade students studying in a state school located in Konyaaltı district of Antalya, which is accepting students based on their rankings in High School Entrance Examination. The research was carried out in the second semester of the 2021-2022 academic year. One of the two classes was selected as the control group and the other as the experimental group via random assignment,. Both classes consist of 25 people each. During the research, flipped learning model was applied with the students in the experimental group for 5 weeks, and traditional teaching was continued in the control group. The subjects of the "Triangles" unit, which is one of the 9th grade mathematics subjects, were covered during 30 lesson hours. A total of 26 lecture videos for the flipped learning model were uploaded to the Edpuzzle platform. To determine the effects of the students' flipped learning model on motivation in the mathematics lesson, "Motivation Scale for Learning Mathematics" consists of 33 items developed by another researcher was used with the necessary permissions. SPSS 26 program was used for the analysis of the obtained data. Independent samples t-test was used to compare the pre-test scores of the study groups. To ensure the motivation scores of the control and experimental groups were equal before the research. Paired samples t-test was used to compare the pretest and posttest scores of the same group. According to the results, no significant difference was found in the pretest and posttest scores for both the experimental group and the control group. A single factor analysis of covariance (ANCOVA) was used to compare the posttest scores of the experimental group and the control group. Although there was a difference between the posttest scores when the pretest scores were controlled, it was not statistically significant. According to this result, choosing flipped learning model or traditional teaching in mathematics lessons does not have a different effect on increasing students' motivation. On the basis of the results of the study, suggestions were presented.