Ters yüz öğretim tekniğinin biyoloji dersi öğrenci başarısına etkisi
Küçük Resim Yok
Tarih
2025
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Düzce Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı 7 sınıf öğrencilerinin biyoloji dersi "zooloji" ünitesinde, deney grubunda uygulanan teknoloji odaklı ters-yüz edilmiş sınıf (TYES) modelinin geleneksel yöntemin uygulandığı kontrol grubuna göre öğrencilerin akademik başarısına etkisinin incelenmesidir. Araştırma deneysel desen olan "öntest-sontest", kontrol gruplu yarı deneysel model ile desenlendirilmiştir. Çalışma grubunu 2023-2024 akademik yılında Azerbeycanda Neriman Nerimanov ismine 3 numaralı devlet okulunda 7. Sınıfa devam eden 51 öğrenci oluşturmaktadır. Araştırmada deney grubunda TYES kontrol grubunda da geleneksel model kullanılmıştır. Deneysel uygulama ölçek süreleri ile birlikte 8 hafta sürmüştür. Araştırmada veri toplama aracı olarak deney ve kontrol gruplarına ön test ve son test şeklinde "Zooloji Başarı Testi (ZBT)" uygulanmıştır. Verilerin analizinde Mann Whitney U ve Wilcoxon testi uygulanmıştır. Araştırma sonuçlarına göre deney ve kontrol grupları ön-test ZBT puanları arasında anlamlı fark çıkmamıştır. Fakat TYES modelinin uygulandığı deney grubu ile geleneksel modelin uygulandığı kontrol grubunun ZBT son test puanları arasında deney grubu lehine anlamlı bir fark görülmüştür. Ayrıca hem deney hem de kontrol gruplarında uygulama sonrası son test puanları ön test puanlarına göre anlamlı düzeyde artış göstermiştir. Bu sonuçlara göre ters-yüz edilmiş sınıf modelinin 7. Sınıf zooloji konularını içeren biyoloji dersinde akademik başarıyı artırmada geleneksel modele göre daha etkili olduğu görülmüştür. Bu bağlamda araştırmacılara motivasyon ve üst düzey beceriler ile duyuşsal değişkenleri de araştırmalara dahil etmeleri ve öğretmenlere de ters-yüz edilmiş sınıf modelini sınıflarında etkili kullanmaları adına önerilerde bulunulmuştur.
The aim of this study is to examine the effect of the technology-enhanced flipped classroom (TEFC) model, applied to the experimental group, on the academic achievement of 7th-grade students in the "Zoology" unit of the biology course, compared to the traditional teaching method used in the control group. The research was designed using a quasi-experimental pretest-posttest control group model, which is a type of experimental design. The study group consists of 51 students attending the 7th grade during the 2023–2024 academic year at School No. 3 named after Nariman Narimanov in Azerbaijan. In the study, the TEFC model was implemented in the experimental group, while the traditional teaching model was used in the control group. The experimental procedure, including the implementation and measurement periods, lasted for a total of 8 weeks. As a data collection tool, the Zoology Achievement Test (ZAT) was administered to both groups as a pretest and posttest. For data analysis, the Mann-Whitney U test and the Wilcoxon signed-rank test were employed. According to the findings of the study, there was no statistically significant difference between the pretest scores of the experimental and control groups. However, a significant difference in favor of the experimental group was found in the posttest ZAT scores between the experimental group (which received the TEFC model) and the control group (which received the traditional model). Furthermore, in both the experimental and control groups, posttest scores significantly increased compared to pretest scores. These results suggest that the flipped classroom model is more effective than traditional methods in enhancing academic achievement in 7th-grade biology lessons on zoology topics. In this context, it is recommended that future researchers include variables such as motivation, higher-order thinking skills, and affective outcomes in their studies. Additionally, teachers are encouraged to use the flipped classroom model effectively in their classrooms
The aim of this study is to examine the effect of the technology-enhanced flipped classroom (TEFC) model, applied to the experimental group, on the academic achievement of 7th-grade students in the "Zoology" unit of the biology course, compared to the traditional teaching method used in the control group. The research was designed using a quasi-experimental pretest-posttest control group model, which is a type of experimental design. The study group consists of 51 students attending the 7th grade during the 2023–2024 academic year at School No. 3 named after Nariman Narimanov in Azerbaijan. In the study, the TEFC model was implemented in the experimental group, while the traditional teaching model was used in the control group. The experimental procedure, including the implementation and measurement periods, lasted for a total of 8 weeks. As a data collection tool, the Zoology Achievement Test (ZAT) was administered to both groups as a pretest and posttest. For data analysis, the Mann-Whitney U test and the Wilcoxon signed-rank test were employed. According to the findings of the study, there was no statistically significant difference between the pretest scores of the experimental and control groups. However, a significant difference in favor of the experimental group was found in the posttest ZAT scores between the experimental group (which received the TEFC model) and the control group (which received the traditional model). Furthermore, in both the experimental and control groups, posttest scores significantly increased compared to pretest scores. These results suggest that the flipped classroom model is more effective than traditional methods in enhancing academic achievement in 7th-grade biology lessons on zoology topics. In this context, it is recommended that future researchers include variables such as motivation, higher-order thinking skills, and affective outcomes in their studies. Additionally, teachers are encouraged to use the flipped classroom model effectively in their classrooms
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
