Abstract:

The aim of this study is to determine the impact of reverse-face learning on academic achievements of university students with creative thinking trends, communication skills, motivation levels. The research process was carried out with the semi-experimental pattern and the case study pattern with the pre-test-final test control group in this study where the follow-up of the explanatory pattern was preferred. The study included two study groups consisting of 69 pre-graduate students, including a experiment and control group. Data collection tools have been used as "Creative Thinking Trend Scale", "Communication Skills Scale", "Intention Scale in Education", "Development and Learning Course Success Test" and "Semi-Stated Interview Form". The experimental process lasted 13 weeks. The experimental process is carried out in three stages: preparation, implementation and reporting. In this process, a draft programme for development and learning courses has been created. These programs are based on reverse-face learning in the experiment group, while control group is based on distance learning. In Nicel data analysis, independent of parametric tests, sampling t-test, dependent groups t-test, one-directional quarry analysis (ANCOVA) is used, while in quality data analysis, content analysis is applied. When qualitative data are evaluated, it is determined that students who make up experiment and control groups have a statistically significant difference in the benefit of the experiment group in terms of their creative thinking trends, communication skills, motivation levels and academic achievements. Qualitative findings are qualified to support quantitative findings and have shown that university students have a positive view of the reverse-face learning practice.

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