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    The effect of layered flipped learning model on academic success
    (Ozgen Korkmaz, 2021) Ökmen, B.; Kılıç, A.
    The purpose of this study is to determine how students’ academic achievement in English lessons improved when the layered flipped learning model is used in these lessons and what the students' views about the tasks chosen and performed within the scope of this model are. One of the qualitative research methods, the ‘action research’ method was used in this research. The research was conducted with the fifth grade of a secondary school in the West Black Sea region of Turkey in the 2017/2018 academic year. In the research process, readiness test, achievement test, focus group interview, task evaluation form, reflective daily form-course video recordings were used as data collection tools. The data obtained from the focus group interview at the end of the action plans were analyzed using the content analysis method. The readiness test and the achievement tests were tabulated separately to show the development of each student in the process and the class averages. According to the results of the research, it was seen that the layered flipped learning model had a positive effect on students' academic achievement and that their academic achievement increased gradually in all of their reading, listening and speaking skills. According to the results of the research, a number of suggestions were made. © 2021, Ozgen Korkmaz. All rights reserved.
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    The effect of layered flipped learning model on students' attitudes and self-regulation skills
    (International Journal of Research in Education and Science, 2020) Ökmen, B.; Kılıç, A.
    The aim of this study is to determine the views of students regarding their attitudes towards English lesson and the contributions to self-regulation skills while using a layered flipped learning model. One of the qualitative research methods, the „action research? method was used in this research. The research was conducted with students in the fifth year of a secondary school in the Western Black Sea region of Turkey. In the research process, self-regulation interview form, attitude interview form, focus group interview, student letters, self-assessment form were used as data collection tools. According to the results of the research, a positive change was observed in the motivational, self-efficacy, strategy selection, environmental arrangement, time management components of self-regulation. Also, it was concluded that there were positive changes at the end of the semester in all three components of the attitude. In addition, at the end of the semester, it was observed that students started doing extra activities to learn English better, they started to deal with English outside of the classroom and to create new opportunities to be exposed to English. © 2020, International Journal of Research in Education and Science. All rights reserved.