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Ters Yüz Sınıf Modelinin Öğrencilerin Akademik Başarılarına Etkisi Üzerine Bir Meta-Analiz Çalışması / A Meta-Analysis Study on the Effectiveness of Flipped Classroom Learning on Students' Academic Achievement

Year 2022, Volume: 13 Issue: 1, 85 - 102, 28.02.2022

İbrahim Yaşar Kazu , Cemre Kurtoğlu Yalçın

https://doi.org/10.19160/e-ijer.1033589
Cited By: 2

Abstract

Ters yüz sınıf modeli, geleneksel eğitim sürecinin tersine işleyen, öğretmenin rehber öğrencinin aktif olduğu, sınıf içi ve sınıf dışı eğitim faaliyetlerinden oluşan teknoloji tabanlı eğitim yaklaşımlarından biridir. Bu çalışmanın amacı, son dönemde popülerliğini artırmış olan ters yüz sınıf modelinin öğrenci başarısına etkisini araştıran yurt içinde ve yurtdışında yayınlanmış nicel çalışmaların meta-analizini gerçekleştirmektir. Çalışma nicel bulguları sistematik olarak inceleyen meta-analiz yöntemiyle yürütülmüştür. Bu kapsamda ters yüz sınıf modelinin başarıya etkisini raporlamış olan makale ve tezler, ERIC, Web of Science, EBSCOHost, Google Scholar, SCOPUS, PROQUEST, YÖKTEZ veri tabanları taranmış, konu ile ilgili 945 çalışmaya ulaşılmış, kriterlere uygun 54 çalışmadan 58 araştırma bulgusu meta-analiz çalışmasına dahil edilmiştir. Yayın türü, yayın yılı, öğretim kademesi ve uygulama süresi moderatör değişken olarak belirlenmiştir. Veriler CMA programı kullanılarak analiz edilmiştir. Araştırma sonucunda, ters yüz sınıf modelinin öğrenci başarısı zerine etkisi rastgele etkiler modeline göre istatistiksel olarak anlamlı düzeyde yüksek etkiye (Hedges’s g=0,976) sahip olduğu görülmüştür. Ayrıca, meta-analize dahil edilen çalışmalarda raporlanan etki büyüklüklerinin heterojen dağılım gösterdiği gözlemlenmiştir (Qmodel=362,786; df(Q)=57; p= ,000). Yapılan alt grup analizler ile (Analog ANOVA, Meta-Regresyon) meta-analize dahil edilen çalışmalarda raporlanan etki büyüklüklerinin heterojen dağılımının altında yatan sebepler test edilmiştir. Test edilen değişkenlerden sadece uygulama süresi değişkeninin istatistiksel olarak anlamlı olduğu (Qb=9,321; p=0,025) tespit edilmiştir. Ters yüz sınıf modelinin akademik başarı üzerindeki etkisi baz alınarak bu çalışmanın modelin sınıflarda kullanımının artmasını sağlayacağı düşünülmektedir. Çalışmadan elde edilen sonuçlara dayanarak, bu modelin akademik başarı üzerinde etkili olabilmesi için uzun süre uygulanması gerektiği önerilmiştir.

Keywords

Akademik başarı Eğitim teknolojileri Etki büyüklüğü Meta-analiz Ters yüz sınıf modeli

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A Meta-Analysis Study on the Effectiveness of Flipped Classroom Learning on Students' Academic Achievement / Ters Yüz Sınıf Modelinin Öğrencilerin Akademik Başarılarına Etkisi Üzerine Bir Meta-Analiz Çalışması

Year 2022, Volume: 13 Issue: 1, 85 - 102, 28.02.2022

İbrahim Yaşar Kazu , Cemre Kurtoğlu Yalçın

https://doi.org/10.19160/e-ijer.1033589
Cited By: 2

Abstract

Flipped classroom learning (FCL), which is focused on offering online video lectures and expecting students to work on and comprehend the material prior to coming to class, has become a popular strategy in recent years, allowing the instructor to reinforce it with metacognitive exercises. Thus, this study will analyze 58 research results from 54 quantitative studies published between 2007 and 2020 to determine the overall influence of FCL on students' academic attainment. Relevant research was found using academic publishing databases. After that, the sample was meta-analyzed using the Comprehensive Meta-Analysis software. As moderator factors, the kind of publishing, the educational level, and the length of the application were identified. The data indicate that the FCL has a statistically significant influence on student accomplishment (g = 0.976) in the random-effects model. The sample produced a heterogeneous distribution. Additional subgroup analyses using Analog ANOVA indicated that the only statistically significant variable is the time of the application. The study's objective is to contribute to the increased use of flipped classrooms in educational settings due to their large impact size on academic success. It has pedagogical consequences for teachers to extend the duration of this approach in their classrooms in order to have a greater impact.

Keywords

Academic achievement Educational technology Effect size Flipped classroom learning Meta-analysis

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Primary Language English
Subjects Studies on Education
Journal Section Issue Articles
Authors

İbrahim Yaşar Kazu 0000-0002-1039-0482

Cemre Kurtoğlu Yalçın 0000-0002-2148-7466

Publication Date February 28, 2022
Published in Issue Year 2022Volume: 13 Issue: 1

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APA Kazu, İ. Y., & Kurtoğlu Yalçın, C. (2022). A Meta-Analysis Study on the Effectiveness of Flipped Classroom Learning on Students’ Academic Achievement / Ters Yüz Sınıf Modelinin Öğrencilerin Akademik Başarılarına Etkisi Üzerine Bir Meta-Analiz Çalışması. E-Uluslararası Eğitim Araştırmaları Dergisi, 13(1), 85-102. https://doi.org/10.19160/e-ijer.1033589

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