The effect of third grade life sciences course designed with flipped classroom model on decision making and self-management skills

In order for students to better adapt to the era they live in, current curriculum include many life skills and teachers can use different teaching methods in the course process while teaching these life skills to students. The main purpose of this study is to examine the effect of a third grade Life Sciences Course designed with the Flipped Learning Classroom Model on decision-making and self-management skills. A quantitative approach was adopted in this study in which the Flipped Learning Classroom Model was used. In the implementation process of the research, pre-test post-test unequalized control group design was used. The study group consisted of 48 third-grade students attending a public elementary school in Çukurova District, Adana Province. During the six week application process, data were obtained using the Decision-Making Skills Scale for Elementary School Students (Sever and Ersoy, 2019) and the Self-Management Skills Scale for Elementary School Students (Köseoğlu and Boyacı, 2022).In the normality analysis conducted to determine the tests to be used in the analysis of quantitative data collected from the scales, it was found out that it was appropriate to use parametric tests by taking into account the results of the Shapiro-Wilk Normality Test. Independent sample t-tests were preferred in the intergroup pre-tests, ANOVA was preferred for Mixed Measurements in the decision-making ability variable and ANCOVA was preferred in the self-management variable. In the research findings, it was concluded that the third grade Life Sciences Course designed with the Flipped Learning Classroom Model did not have a statistically significant effect on decision-making and self-management skills. Keywords: Primary school, Life sciences, Flipped learning, Decision making skills, Self-management skills.