The effect of online infertility prevention education developed based on flipped classroom model on infertility knowledge, attitudes towards infertility and lesson motivations of university students

The main purpose of this study is to investigate the effect of infertility prevention education based on flipped class model on the knowledge, attitude about infertility and motivation of university students. Quantitative and qualitative research methods were used in the study and also the pretest-posttest control group model was used for quantitative research methods. The study group of the study consisted of 26 university students who were studying in the 3rd grade in the Department of Guidance and Psychological Counseling in Dokuz Eylul University in 2017-2018 academic year. The students are assigned to experimental and control groups randomly. In the study, quantitative data were collected by questionnaires, and qualitative data were collected through interviews and observation notes. In the study, as a quantitative data collection tool Infertility Knowledge Test developed by Seymenler (2017), Attitudes Toward Infertility Scale developed by Siyez and her friends (in press), and Instructional Materials Motivation Scale (ÖMMÖ) adapted to Turkish by Acar (2009); as a qualitative data collection tool semi-structured interview form which includes the views of the students about the course process to be processed according to the flipped class model, and the observation notes which were held weekly by the researcher and the observer in the experimental group were used. Although the subjects weekly discussed in the experiment and control groups were the same in the scope of the study, the methods and techniques used in the class were different. Flipped class model was used in the experimental group, and technology-enriched teacher centered method was used in the control group. In the experimental group, the online infertility prevention education website, which was developed in accordance with the principles of Mayer's Multimedia Design, was used for the theoretical part of the course, and in the classroom active learning activities were conducted. In the control group, technology-enriched PowerPoint presentations were used as instructional material, and the course was conducted with question-answer, discussion methods and techniques in the traditional classroom. In the experiment and control group, the course contents were processed in the same way every week. The research process of the study included 4 weeks with course process and the data collection process lasted 8 weeks with pretest, posttest and retention tests. In the analysis of quantitative data descriptive analysis, One-Way ANOVA for repeated measures, paired-samples t-test and independent samples t-test were used. In the analysis of qualitative data, descriptive and content analysis techniques were used. At the end of the study, there was no significant difference between the groups according to the infertility knowledge test and attitude scale towards infertility. However, at the end of the research, the motivation mean score of the experimental group for the course was significantly higher than the control group. According to the results obtained from the research, it is recommended that researchers who want to study on this subject should plan the application process in more than 4 weeks, work with a larger sample group and also make more activities related to the attitude towards infertility.