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

İbrahim Yaşar Kazu; Cemre Kurtoğlu Yalçın

doi:10.19160/e-ijer.1033589

TR EN

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

Öz

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.

Anahtar Kelimeler

Kaynakça

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Ayrıntılar

Birincil Dil

İngilizce

Konular

Eğitim Üzerine Çalışmalar

Bölüm

Araştırma Makalesi

Yazarlar

İbrahim Yaşar Kazu ^*
0000-0002-1039-0482
Türkiye

Cemre Kurtoğlu Yalçın
0000-0002-2148-7466
Türkiye

Yayımlanma Tarihi

28 Şubat 2022

Gönderilme Tarihi

7 Aralık 2021

Kabul Tarihi

14 Ocak 2022

Yayımlandığı Sayı

Yıl 1970 Cilt: 13 Sayı: 1

DOI

https://doi.org/10.19160/e-ijer.1033589

IZ

https://izlik.org/JA38TS94ZM

Kaynak Göster

RIS / Bibtex

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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https://doi.org/10.17860/mersinefd.1139033

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