The effect of flipped learning on primary school 4th grade students' writing skills, attitudes and self-efficacy

With the recent developments in technology, learning has ceased to be limited to schools and has started to find its place in every field. In this context, flipped learning, a blended learning model, has gained importance. Flipped learning is a learning model in which the learning environment and the homework environment are interchanged, thus allowing the teacher to guide the student during the application phase. In this study, it was aimed to examine the effect of the writing process designed with flipped learning on students' writing skills, attitudes and self-efficacy in Turkish lesson for primary school 4th grade students. In this direction, a quasi-experimental model with pretest-posttest control group, one of the quantitative research models, was used. The study was conducted with 30 students studying in the 4th grade of a public school in a metropolitan center located in the Güneydoğu Anadolu Region in the 2022-2023 academic year. The experimental group consisted of 15 students and the control group consisted of 15 students. The experimental studies were conducted in 8 weeks, two class hours per week, and the data collection process was carried out in 4 weeks, 2 weeks for pre-tests and 2 weeks for post-tests. The course contents of the writing process planned with flipped learning were shared with the experimental group students via EBA, and the activities prepared by the researcher were carried out with the students at school. While the control group continued to teach lessons based on the existing Turkish curriculum, the experimental group was given the activities done at school as homework. The analysis of the data obtained was carried out with the SPSS 22.0 package program. As a result of the examination of normality, skewness, kurtosis and Levene's values of the collected data, Independent Groups t Test and Dependent Groups t Test were used to analyse the data obtained from the "6+1 Analytical Writing and Evaluation Scale" and "Writing Attitude Scale", and Mann Whitney-U and Wilcoxon Signed Ranks tests were used to analyse the data obtained from the "Writing Self-Efficacy Scale". As a result of the study, it was determined that both the experimental group and the control group increased their writing skills, attitudes and self-efficacy, but the increases in the experimental group were higher than those in the control group and the difference was statistically significant in favour of the experimental group. According to the findings obtained from the study, it was concluded that the writing process designed with flipped learning for 4th grade students increased students' writing skills, attitudes and self-efficacy.