The Effect of a Flipped Classroom Model on Academic Achievement, Self-Directed Learning Readiness, Motivation And Retention

Volume 6 - Issue 1
Didem ALSANCAK SIRAKAYA Selçuk Özdemir
Pages: 76-91 Download Count : 690 View Count: 542 Facebook Share on Google+ Save to Zotero Save to Mendeley

Abstract:


The aim of this study is to examine the effect of a flipped classroom model on students' academic achievement, self-directed learning readiness and motivation. The participants of this study were a total of 66 students who took the "Scientific Research Methods" course and were studying in two different classes in the Department of Psychological Counseling and Guidance, Faculty of Education at Ahi Evran University in the fall term of the 2014 – 2015 academic year. One class was designated as an experimental group and the other one was the control group. The researchers applied the flipped classroom model to the experimental group while a classical blended learning method was applied to the control group. An achievement test, a self-directed learning readiness scale and a motivation scale were used as data collection tools. To analyze the collected data, this study used the t-test, MANOVA and ANCOVA analyses. Study findings showed that there was a significant difference between groups in terms of academic achievement, motivation and retention. However, no significant difference between the experimental and control groups in terms of self directed learning readiness was found.

Keywords

  • Flipped classroom
  • academic achievement
  • self-directed learning readiness
  • motivation
  • retention
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