An investigation on the secondary school teachers and students' flipped classroom readiness

The aim of this study is to investigate the flipped classroom readiness of secondary school teachers and students. The survey method is applied in this descriptive study. As a data collection tool, in order to determine the flipped classroom readiness of secondary school students, 'A Questionnaire for Flipped Classroom Readiness of Secondary School Students ' which is developed by Hao (2016) and adopted by Durak (2017) was used. To determine teachers' readiness for flipped classroom, a questionnaire was adopted by the researcher from the questionnaire for students. The questionnaire was applied to 233 teachers working at five secondary schools which were chosen randomly from city center of Elazığ and to 383 5th grade and 362 8th grade totaly 745 students who study at the same schools. In this study, the readiness of students for flipped classroom is investigated with five sub-dimensions: 'self- directed learning, self sufficiency for technology, self sufficiency for communication in classroom, motivation for learning and readiness for preparatory work'. The readiness of teachers for flipped classroom is explained with 5 sub-dimensions: 'self sufficiency for students control, self suffiency for technology, self sufficiency for classroom plan, readiness for preparatory work and being open-minded'. As a result of analyses, the flipped classroom readiness of secondary school teachers and students is positive in general. It is concluded that the teachers and students who have computer and those who perceive themselves competent using technological devices have more positive opinions on flipped classroom. Key Words: Flipped classroom, technology self efficacy, educational technology, self directed learning, preliminary preparation