The investigation of the effect of the application of flipped classroom on 7th class social studies in the production distribution and consumption unit on academic achievement

The purpose of this study is to evaluate the impact on the academic achievement of the students by implementing the Flipped Classroom on the Production Distribution and Consumption Unit in 7th grade social studies classes. This research was implemented in the academic year of 2018-2019 to a total of 54 students in which there were 27 students in experimental group and 27 students in control group in an official state secondary school located in the Viranşehir district center of the province of Şanlıurfa. While the subjects in the control group were distributed to the students in the form of lecture videos taken by the teacher during the four-week activities, the subjects in the control group were completed by teaching with the current curriculum. In this context, a success test was developed by the researcher taking as an example of the Education Informatics Network and Morpa Campus Education Software. This success test was applied to students as a pre-test and post-test within the scope of Production Distribution and Consumption Unit. 7 / A class was identified as a control group and 7 / B class was identified as an experimental group. The data of success test was analyzed by using SPSS program. "The Unrelated Samples T-Test" was used to determine whether there was a difference between the pre-test scores of the academic achievement test and the post-test scores of the students in the experimental and control groups. In order to examine the difference between the pre-test and post-test scores of both groups, "Related Samples T-Test" was used. At the end of the research, it was determined that the application of Flipped Classroom in Social Studies in Production Distribution and Consumption unit, contributed to the students' academic success. Based on the findings of the research, it was determined that the academic achievement scores of the experimental group applied to the Flipped Classroom were more significant than the scores of the control group which were applied to the current curriculum.