An Investigation into the Impact of the Flipped Classroom Model in Science Education on Student Academic Performance and Attitudes

Abstract

The purpose of this study was to investigate the effectiveness of a flipped classroom model (FCM) in science education on student achievement as well as to explore student opinions, interests, and attitudes toward this instructional approach. The study cohort comprised 41 second-grade students from Muş Alparslan University, Faculty of Education, Department of Mathematics and Science Education, specializing in Science during the 2017-2018 academic session. The experimental group consisted of 20 students, while the control group comprised 21 students. Data collection and analysis followed a mixed-methods approach encompassing both quantitative and qualitative methodologies. The analysis of the collected data involved the use of Independent Samples T-Test (pre-test post-test quasi-experimental design) to determine whether there was a significant difference in the achievement scores between groups. Additionally, due to the sample size being less than 50, the Shapiro-Wilks test was employed to confirm the homogeneity of variances in the quantitative data. The results of the final assessment indicated that the p-value for both the control and experimental groups was less than a = 0.05, emonstrating a significant difference between the groups. Upon analyzing the results, it was found that there was a substantial increase in the experimental group's pre-test mean score (X_pe = 7.05, X_le = 22.20) compared to their post-test arithmetic mean score, whereas the control group's pre-test mean (X_pc = 7.61, X_lc = 16.19) showed a lower increase in their post-test arithmetic mean score. The qualitative data analysis employed a descriptive analysis approach utilizing semi-structured interview forms. The research findings revealed a statistically significant difference in academic achievement test scores between the experimental and control groups, with the experimental group demonstrating notably higher scores. Furthermore, the semi-structured interview forms unequivocally indicated a positive trend in students' opinions, interests, and attitudes toward the implemented instructional model.