The effect of flipped classroom model on primary school mathematics teaching: A mixed method research

The flipped education method, which is suitable for carrying out distance education and classroom education together, is today a preferred system in the field of distance education in our country. While the current mathematics literacy teaching is lacking in terms of the objectives of the curriculum, it is seen that there is a need for new methods that eliminate the deficiency. In this study, in a learning environment organized with the flipped education method, the subject of mathematical literacy was determined as the main variable; the target audience of the study was determined as primary school 4th grade students. In the research, it is aimed to investigate the effect of the Flipped Classroom model on the students' mathematical literacy levels. For the research, in the 2021-2022 academic year, in a primary school in the Manavgat district of Antalya province, experimental and observation groups consisting of 4th grade students were determined. Research practice of the process was carried out in a total of 5 weeks and 45 lesson hours. While the quantitative sample of the research was composed of 10 4th grade students selected by purposive sampling method, the qualitative sample of the research consisted of 10 4th grade students selected by purposive sampling method. While mathematics was taught according to the flipped classroom method in the experimental group, no intervention was made in the teaching group in the control group. The method of the research was mixed method and quantitative and qualitative data were used together. The research was mixed research in the main design and experimental type of research was conducted in the nested mixed design. In order to measure the academic achievement of the study group, a quasi-experimental design with pretest-posttest control group, which is a quantitative research method, was preferred. In the implementation process of the research, the pre-test and post-test questions differ due to the fact that the subjects in the 4th grade 1st semester mathematics curriculum are based. In order to measure the students' academic achievement in mathematics, the pre-test and post-test exams were prepared by the Assessment and Evaluation experts of Maya Schools. Item analysis and reliability of the tests were determined. In item analysis, difficulty and discrimination indexes of each item were calculated. Tan (2008) states that removing items with very low discriminatory power (less than 0.20) from the test, provided that there are not too many items, significantly increases the reliability coefficient. By examining the item difficulty values and item discrimination values of the questions, all questions were accepted as qualified since all items were greater than 0.20. Büyüköztürk (2012) states that in cases where item difficulty levels differ, it is appropriate to calculate the Kuder Richardson-20 (KR20) reliability coefficient for achievement tests. KR-20 values were determined for the validity-reliability studies of the test and the analytical data of the tests. Since the KR-20 value of both tests was higher than 0.700, two tests were found to be reliable. In order to deepen the answers obtained from the students' academic tests and to reveal the metacognitive skills of the students, a semistructured interview form was applied to the students and the data were analyzed and interpreted with a qualitative approach. In line with the findings obtained from the examination, it was seen that the students grasped the mathematics subjects better and got higher scores in the academic exams related to the subjects with the TYS model. While no difference was observed between the pre-test scores of the experimental group students and the control group students, it was found that there was a high difference between the post-test scores of the experimental group students and the control group students. It was determined that the post-test scores of the students in the experimental group who took the lessons with the TYS model were higher than the control group. With this, it has been observed that the negative attitudes of the students towards the mathematics lesson have changed, and it has been found that the idea that the mathematics lesson is actually an easy-to-understand lesson has begun to develop in the students. It has been concluded that the students want to continue the mathematics lessons with the TYS model, and even all the lessons should be done with this method if possible. As a result, it was concluded that the TYS model had a positive effect on the teaching of 4th grade mathematics and that the students liked the TYS model and that they wanted the lessons to be applied with this method. Key Word: Flipped Classroom, Fourth Grade, Maths, Education, Hybrid Education