The effect of mastery learning approach supported with flipped classroom on academic success and self-regulatory skills in mathematics course

In the study, the effects of the combination of Flipped Classroom Model and Mastery Learning Approach, which allow students to learn the theoretical parts of the subject at their own pace and to do more practical activities in the classroom, were investigated. In Mastery Learning Approach, animation-based contents prepared within the scope of Flipped Classroom Model were used in the stages of cognitive preparation, theoretical understanding of the subject and additional teaching practices by completing the necessary preliminary knowledge of the students. In this context, the effects of Mastery Learning Approach supported by the Flipped Classroom Model on academic success on learning, the application time of the model and the self-regulation skills of the students were examined compared to the classical Mastery Learning Approach. As a research method, quasi-experimental design with pretest-posttest control group was used. While teaching with Mastery Learning Approach supported with Flipped Classroom Model in the experimental group, classical Mastery Learning Approach was used in the control group. Academic success and self-regulation skill data from dependent variables in research design were collected with the "Academic Achievement Test for Environment and Area Measurement" developed by the researcher using the "Self-Regulatory Learning Strategies Scale" developed by Pintrich and his friends and adapted to Turkish by Karadeniz, Büyüköztürk, Akgün, Çakmak and Demirel (2008). Six ten-minutes videos containing different stages of Mastery Learning Approach in the field of "Measurement" learning in mathematics and short answer questions about the topics were shared with students through the Edmodo site, one of the online education platforms. After examining the answers given by the students, applied activities following the lesson plan prepared were held with geometric shape materials, addressing different student levels in the classroom. The application was carried out with 47 4th grade students studying in a public school in the center of Muş in 2018-2019. The appropriate sampling method was used selecting the study group. Experimental (n = 24) and control (n = 23) groups were determined by random method. The collected data were analyzed in SPSS 21.00 program using t test in dependent and independent groups. As a result of the analysis of the data, it was found that Mastery Learning Approach supported with the Flipped Classroom Model applied in the experimental group and the classical Mastery Learning Approach applied in the control group had a positive effect on students 'mathematics achievement, while both of the applied models did not have an effect on students' self-regulation skills. In the t test results of the experimental and control groups in independent groups, Mastery Learning Approach supported by the Flipped Classroom Model was found to be more effective in increasing academic success than the classical Mastery Learning Approach. In addition, while it was observed that the application in the experimental group could be applied within the time determined by MEB (Ministry of National Education), it was observed that the application in the control group exceeded the desired time.