Abstract:

The aim of this research is to examine the effect of flipped learning model on students' motivation and self-learning skills with technology in primary school 4th grade music lesson. The Motivation Scale for Listening to Music, Singing, and Playing an Instrument and the Self-Learning with Technology Scale were used in this research to collect quantitative data. The research was organized with a semi-experimental method. The study group of the research consists of the 4th grades of Aktoprak Leyla-Mehmet Ali Yılmaz Primary School located in the Şehitkamil district of Gaziantep in the 2022-2023 academic year. A total of 50 students participated in the research. In the study carried out in two classes, one class was determined as the experimental group and the other class as the control group. Classes consist of 25 students each. While studies in accordance with the flipped learning model were carried out with the students in the experimental group, general education continued with the control group. In the analysis of the data obtained from the research, Mann Whitney U and Wilcoxon Signed Ranks tests, which are nonparametric tests, were used. According to the results obtained from the research; It was observed that there was a significant difference in favor of the experimental group in the motivation of primary school 4th grade students against listening to music, singing and playing an instrument. As a result of self-learning with technology, it was seen that there was no significant difference in the self-management dimension of the students, but there was a significant difference in favor of the experimental group in the intentional learning dimension.

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