Investigation of the effect the flipped classroom model on middle school students' academic achievement and self-regulation skills in mathematics course

The connection of human beings with technology is increasing day by day. As a result of this increasing relationship, technology has taken its place among the methods and techniques used in teaching various disciplines. The method, whose English name is "Flipped Classroom" and translated into Turkish as "Inside Out Class Model", has become widespread in the world and in our country in recent years. The aim of this study is to investigate the effect of the inverse class model on the academic success and self-regulation skills of the students in the 5th grade mathematics lesson in the "Fractions and Fractions Operations" unit. Quantitative research method was used in the study. In the quantitative dimension of the research, a semi-experimental research design with pretest-posttest control group was used to examine the effect of the inverse class model on student success in the 5th grade mathematics lesson "Fractions and Fractions Operations". In the qualitative dimension of the study, semi-structured interview forms were applied to a group selected from the experimental group students according to the maximum diversity method from the purposeful sampling types after the flipped classroom model application. The sample of the research consists of 97 students in five different branches of a secondary school with low socioeconomic status and academic achievement in Seyhan district of Adana province of 2019-2020 academic year. Two branches were determined as the experimental group and three branches as the control group. The research period is seven weeks. Academic achievement test, self-regulated learning strategies scale and semi-structured interview form were used as data collection tools. In order to determine the academic success change of the groups, 29 question achievement test was applied as pre-test and post-test. Lessons in the experimental group were taught in accordance with the reverse model. In the flipped classroom model, unlike the current teaching method, the activities that should be done in the classroom are carried out at home and the activities that should be done at home are carried out in the classroom. In this model, while students learn the theoretical knowledge of the subject at home, they reach their senior cognitive levels in the classroom. Videos related to the subject in the study were prepared by the researcher. It has also been used in the content of the Education Information Network. Videos and activities were delivered to students via Education Information Network. In the control group, the lessons were carried out using the current teaching method for seven weeks. Semi-structured interviews were conducted with the students to examine the qualitative dimension of the research, and their positive and negative opinions about the reverse education model were obtained. By obtaining the necessary permissions from the parents of the students, the voice recording of the interviewers was taken. Analyzes were made by taking expert opinion using these records. In addition, a 40-item self-regulatory learning strategies scale was applied to the experimental group to examine the effect of the reverse education model on self-regulation skill. When the results of the academic achievement test pretest application of the studied groups were analyzed, it was seen that the academic successes of fractions and transactions in the two groups were equivalent. One-way analysis of covariance (ANCOVA) was used to determine the effect of the inverse class model on academic achievement. When the results of the post test application were examined, it was seen that there was a significant difference in favor of the experimental group. As a result of the analysis of the data obtained from the semi-structured interviews, it was concluded that the students had positive opinions about the reverse education model, that they adopted the model in a short time and that they considered the other courses to be taught with this model. In the analysis of the scale of self-regulatory learning strategies applied to the experimental group, it is seen that the self-regulation skills of the students develop with the inverse education model. Key Words: The flipped classroom model, mathematics education, fractions, 5th grade, self-regulation skill.