A flipped learning approach to improving students’ learning performance in mathematics courses

Serpil YORGHANCI (Atatürk Üniversitesi, Erzurum Meslek Yüksekokulu, Erzurum, Türkiye)
Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi
10 4
Yıl: 2020 Cilt: 14 Sayı: 1 Sayfa Aralığı: 348 - 371 Metin Dili: İngilizce DOI: 10.17522/balikesirnef.657197 İndeks Tarihi: 20-03-2021

A flipped learning approach to improving students’ learning performance in mathematics courses

Öz:
In this study, a learning environment was designed based on the First Principles of Instructiondeveloped by Merrill (2002) for the effective use of the flipped learning model in mathematics. The study groupconsisted of 95 first year students studying in an associate degree program of a public university in 2018-2019academic year. In the study, activities were conducted according to the flipped learning method designed on thebasis of Merrill's first principles, while traditional teaching methods were conducted in the control group. Thedata of the study consisted of achievement test and motivation questionnaire. According to the results of theresearch, there was a significant difference between the experimental group and the control group in terms ofmathematics achievement and motivation in favor of the experimental group. In addition, it was determined thatthere was a significant difference between the adjusted post-test scores of the experimental and control groupsregarding the attention-relevance and confidence-satisfaction sub-factors of the motivation scale and thisdifference was in favor of the experimental group..
Anahtar Kelime:

Matematik Derslerinde Öğrenci Performansını Artırmaya Yönelik Bir Ters Yüz Öğrenme Modeli

Öz:
Bu çalışmada, matematik dersinde ters yüz öğrenme modelinin etkili kullanılmasına yönelik Öğretimin Temel İlkeleri Modeline dayanan bir öğrenme ortamı tasarlanmıştır. Çalışma grubunu, 2018-2019 akademik yılında bir devlet üniversitesinin ön lisans programında öğrenim gören toplam 95 birinci sınıf öğrencisi oluşturmaktadır. Araştırmada, deney grubunda, Merrill’in (2002) temel ilkelerine göre tasarlanmış ters yüz öğrenme yöntemine göre etkinlikler yapılırken kontrol grubunda geleneksel öğretim yöntemleri ile dersler yürütülmüştür. Araştırmanın verileri, başarı testi ve motivasyon anketinden oluşmaktadır Araştırma sonuçlarına göre, deney grubu ile kontrol grubu arasında matematik başarısı ve motivasyon açısından deney grubu lehine anlamlı fark olduğu belirlenmiştir. Ayrıca, motivasyon ölçeğinin dikkat-uygunluk ve güven-tatmin alt faktörlerine ilişkin deney ve kontrol gruplarının düzeltilmiş son-test puan ortalamaları arasında anlamlı bir farkın olduğu ve bu farkın da deney grubu lehine olduğu belirlenmiştir.
Anahtar Kelime:

Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık
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APA Yorganci S (2020). A flipped learning approach to improving students’ learning performance in mathematics courses. , 348 - 371. 10.17522/balikesirnef.657197
Chicago Yorganci Serpil A flipped learning approach to improving students’ learning performance in mathematics courses. (2020): 348 - 371. 10.17522/balikesirnef.657197
MLA Yorganci Serpil A flipped learning approach to improving students’ learning performance in mathematics courses. , 2020, ss.348 - 371. 10.17522/balikesirnef.657197
AMA Yorganci S A flipped learning approach to improving students’ learning performance in mathematics courses. . 2020; 348 - 371. 10.17522/balikesirnef.657197
Vancouver Yorganci S A flipped learning approach to improving students’ learning performance in mathematics courses. . 2020; 348 - 371. 10.17522/balikesirnef.657197
IEEE Yorganci S "A flipped learning approach to improving students’ learning performance in mathematics courses." , ss.348 - 371, 2020. 10.17522/balikesirnef.657197
ISNAD Yorganci, Serpil. "A flipped learning approach to improving students’ learning performance in mathematics courses". (2020), 348-371. https://doi.org/10.17522/balikesirnef.657197
APA Yorganci S (2020). A flipped learning approach to improving students’ learning performance in mathematics courses. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 14(1), 348 - 371. 10.17522/balikesirnef.657197
Chicago Yorganci Serpil A flipped learning approach to improving students’ learning performance in mathematics courses. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi 14, no.1 (2020): 348 - 371. 10.17522/balikesirnef.657197
MLA Yorganci Serpil A flipped learning approach to improving students’ learning performance in mathematics courses. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, vol.14, no.1, 2020, ss.348 - 371. 10.17522/balikesirnef.657197
AMA Yorganci S A flipped learning approach to improving students’ learning performance in mathematics courses. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi. 2020; 14(1): 348 - 371. 10.17522/balikesirnef.657197
Vancouver Yorganci S A flipped learning approach to improving students’ learning performance in mathematics courses. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi. 2020; 14(1): 348 - 371. 10.17522/balikesirnef.657197
IEEE Yorganci S "A flipped learning approach to improving students’ learning performance in mathematics courses." Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 14, ss.348 - 371, 2020. 10.17522/balikesirnef.657197
ISNAD Yorganci, Serpil. "A flipped learning approach to improving students’ learning performance in mathematics courses". Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi 14/1 (2020), 348-371. https://doi.org/10.17522/balikesirnef.657197
Sayfa Oluşturulma Tarihi
23-04-2024 16:57

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