The effect of the flipped classroom model implementation on academic achievement, attitudes, and self-directed learning in teaching 11th grade analytic geometry

The aim of this study is to examine the effects of the flipped classroom model applied in the mathematics course on analytic geometry for secondary school students on their academic achievement, attitudes toward mathematics and technology, and self-directed learning with technology, as well as to explore their opinions about the model. In accordance with this purpose, action research design, one of the qualitative research methods, was used in the study. The participants of the study consisted of 53 eleventh-grade students studying at two different private schools in Erzincan during the 2023–2024 academic year. The data collection tools used in the study included analytic geometry achievement tests developed by the researcher, a semi-structured interview form, the mathematics and technology attitude scale, the geometry self-efficacy scale, and the self-directed learning with technology scale for children. Since the data were collected and analyzed from two different schools, a cross-over experimental design was used in order to minimize potential environmental factors when measuring the effectiveness of the TSYM and the study was conducted in two phases. According to the findings of the study, the academic achievement of the students in the experimental group, who were taught using the flipped classroom model in both phases, was found to be statistically significantly higher than that of the students in the control group. However, it was determined that the Flipped Classroom Model had no significant effect on students their attitudes toward mathematics and technology, or their self-directed learning through technology. Additionally, when examining the students' opinions regarding their experiences with TSYM, it was determined that they found the lessons more efficient, engaging, and enjoyable, and that the model supported their learning.