The effect of the flipped learning model on student success in seventh-grade mathematics education

The aim of this study is to examine the effect of the flipped learning model used in mathematics lessons on students' academic achievement and retention. The research was designed according to an embedded mixed research method. In this context, the quantitative findings obtained from a pretest-posttest control group experimental design were supported by semi-structured interviews conducted with the students in the experimental group within the scope of a qualitative case study. The study group consisted of a total of 54 students studying at Mustafa Germirli Imam Hatip Secondary School in Kayseri during the 2023–2024 academic year. The data collection tools included the Mathematics Achievement Test and the Semi-Structured Interview Form, both developed by the researcher. The analyses revealed that the flipped learning model used in mathematics lessons significantly increased students' academic achievement at a statistically significant level. The retention test results showed that the academic achievement scores of the experimental group were significantly higher than those of the control group. Qualitative data indicated that students participated more actively in lessons and engaged in more interaction during the learning process. The findings from the semi-structured interviews revealed that the flipped learning-based practices generally had a positive effect on students. However, some negative aspects, such as the inability of the teacher to provide immediate feedback and the lack of a peer learning environment, were also expressed by the students.