The effect of flapped learning model on students' computational thinking skills, self-efficiency and access

The purpose of this study is to examine the effect of the flipped learning model on students' self-efficacy and achievement of computational thinking skills. In the study, mixed research method and pre-test-post-test quasi-experimental design model without control group were used, which allows quantitative and qualitative research methods to complement each other. The sample required for the application consists of 10 students studying in the 7th grade at a public school in Bucak district of Burdur province. The Electrical Circuits unit was taught to students with the Flipped Learning model for 8 weeks. In the quantitative dimension of the research, the Electrical Energy Unit Achievement Test academic achievement test and the "Self-Efficacy Perception Scale for Computational Thinking Skills for Secondary School Students" were applied. In the qualitative dimension of the research, an interview form prepared by the researcher was applied to the students. The data obtained was analyzed and interpreted with the help of statistical analysis. According to the results of the research; It is seen that the success scores of the students increased in the post-test, but this increase was not at the desired level. The results of the computational thinking skill self-efficacy perception scale show that it contributes to a positive increase in students' self-efficacy. When the semi-structured interview form is examined, the data obtained supports that there is a positive change in the students in both cognitive and affective areas. Quantitative findings show that the Flipped Learning method has a positive effect on the cognitive field and students' learning. When the qualitative findings are examined, it is seen that the activities carried out in the Flipped Learning model in the science lesson enable the concretization of abstract subjects, contribute to the meaningful and permanent learning of the students, students are more active in the lesson, and students take responsibility for their own learning.