Abstract:

Abstract The study explored the effects of the Flipped Classroom Model (FCM) application enriched with digital content and educational activities for the physics lesson on students’ academic performance, problem-solving skills, and attitudes towards the physics lesson. The study employed the pretest-posttest control group quasi-experimental design. The study group of this research consists of 121 10th grade students, 59 of whom are experimental and 62 are control. In the study, the subject of "Pressure and Buoyancy" was taught according to the FCM in the experimental groups, while the lessons were carried out in the control groups using methods suitable for the 10th grade Physics Curriculum. Dependent and independent samples t-test analyses were used for the analyses of the pretest and posttest measurement data. The study findings revealed that the academic achievement, physics lesson performance, and attitude scores of the students in the experimental group, in which the FCM was used, were significantly higher than the scores of the students in the control group. No significant difference was found in the problem-solving skills scores between the experimental group students and the control group students.

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