Action research for 7th grade geometry and measurement learning field with flapped classroom model

The flipped classroom model refers to the classroom environment where students learn the basic concepts of the subject at home before the lesson, and where the deficiencies related to the subject are completed and applications and activities are carried out in class. In this study, it was aimed to determine how the use of the flipped classroom model differs from the teacher's classical learning environment in teaching subjects related to the geometry and measurement learning field in the 7th grade of secondary school and specify the students' opinions on the use of the model. The study was designed as action research which is one of the qualitative research approaches. It was conducted in a public secondary school with low-medium socio-economic status and academic success located in a district center of Amasya province in the 2022-2023 academic year. The study group of the research consists of 13 seventh grade students. Convenience sampling method was used to determine the study group of the research. The research lasted 5 weeks and a total of 25 sessions. Practices based on the flipped classroom model were carried out before and during the lesson of the research. In this context, videos and tests were sent to the students before the lesson, and activities and worksheets were used during the lesson. All of these studies were carried out as group work. The data of the research were obtained from observations made during the research and semi-structured interviews held at the end of the research. Content analysis method was used to analyze the data obtained from the research. Considering the research findings, it has been seen that the flipped classroom model supports students' learning, increases in-class interaction, and facilitates teachers' time management in the classroom. In addition, it has been concluded that the teacher had difficulties in monitoring whether the students watched the videos or not, students who could not watch the videos and did not come prepared for the lesson had difficulty in the lessons, and the model caused an increase in the teacher's workload both before and during the lesson. Analyzing the student opinions, it has been seen that the students generally had positive attitudes about the model and that affected their learning positively, but stated that the model could not be applied to all subjects of mathematics. It was observed that the students had positive opinions about the course videos, they liked the videos prepared by the course teacher more, and they stated that watching the videos again had a positive effect on their learning. In addition, students stated that they had difficulties opening the videos and tests sent via EBA. Suggestions were made in accordance with the results obtained from the research.