The effect of Flipped Classroom Model and Argumentation Model on students' academic achievements and attitude towards the course in social studios course

The aim of this research is to investigate the impact of the Flipped Classroom Model (FCM) and Argumentation-Based Learning Model (ABLM) on students' academic achievement and attitudes towards social studies lessons. The study was conducted during the Spring semester of the 2023-2024 academic year with 111 students: 28 students in the Flipped Classroom Group (FCG), 31 students in the Argumentation-Based Learning Group (ABLG), and two (2) separate groups, both of them consist of 26 students, in the Traditional Classroom Groups (TCGs) based on the Ministry of National Educational Curriculum (MNEC), the interventions spanned 1 week of pilot implementation and 7 weeks of main implementation, in total 8 weeks. The study employed a quantitative research approach, specifically utilizing the Solomon Four-Group design among experimental designs. Four distinct groups were randomly assigned to ensure unbiased allocation, these two groups designated as control and the others as experimental. While post-tests were conducted across all groups, pre-tests were administered to one control and one experimental group. The data which is observed from the research used by the measuring instruments are analyzed by using a software package. If the achievement test demonstrates normality or not in scores experimental and control groups was evaluated by using the Shapiro-Wilk test. According to the data, the achievement test scores of the students in the experimental and control groups were analyzed by using the parametric t-test. Similarly, the normality of the students' attitude scores was also reviewed by using the Shapiro-Wilk normality test. Inter-class attitude comparisons were tested by using the parametric t-test. At the end of research, the study revealed a significant improvement that favors FCM and ABLM in terms of academic achievement. Furthermore, an increase in positive attitudes towards social studies lessons was observed among FCM and ABLM students compared to TCG students.