Abstract:

In this study, it is aimed to determine the secondary school students' acceptance levels of flipped mathematics classroom and to examine their acceptance levels in terms of gender, grade level, internet access, and perception of ability in learning mathematics alone at home. Another aim of the present study is to determine whether students' autonomous learning levels predict their acceptance levels of flipped mathematics classroom. The research was carried out using descriptive and correlational survey model. The study group of the research consisted of 345 secondary school students. The Personal Information Form, Flipped Mathematics Classroom Acceptance Scale, and Autonomous Learning Scale were used as data collection tools. As a result of the research, it was determined that the students' acceptance of flipped mathematics classroom was at a good level. While the acceptance levels of the students did not differ according to the variables of gender and grade level, statistically significant differences were determined in terms of the variables of the internet access and the perception of ability in learning mathematics alone at home. In addition, it was determined in the present study that students' autonomous learning levels were statistically significant predictors of their acceptance levels of flipped mathematics classroom.

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