Abstract:

This study aims to examine the effects of the flipped classroom model (FCM) on students' academic achievement and the experiences of these students in the FCM model. A mixed-methods design was used in the study. The effects of the model on academic achievement were examined quantitatively. The sample consisted of a total of 27 participants: experimental group (n=13) and control group (n=14). Student experiences about the model in the experimental group were examined qualitatively. Independent t-test was used in the quantitative aspect of the study and content analysis was used for qualitative analysis. The results showed no significant difference between the experimental and the control group regarding academic achievement. For content analysis, two themes were formed: the advantages of the model and the difficulties encountered. Regarding the advantages of the model, it was found that the students liked the model, that it increased motivation in the lesson and that the time passed swiftly in the classes. It was also concluded that learning took place independently of time and place when the model was used and that the students did not fall behind in the courses. Regrading the difficulties encountered, it was seen that the model made technology a necessity, and that it was obligatory to have the internet and a computer. In addition, it was found that the duration and quality of the videos needed to be adjusted. Otherwise, a decrease in motivation and disruption of learning would occur.

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