The Effect of Flipped Classroom Model Applications on High School Students’ Classroom Engagement and Classroom Life Perceptions in Teaching English
Yazarlar (2)
Doç. Dr. Burak AYÇİÇEK
Tokat Gaziosmanpaşa Üniversitesi, Türkiye
Mersin Üniversitesi, Türkiye
| Makale Türü |
Özgün Makale
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| Makale Alt Türü | Diğer hakemli uluslarası dergilerde yayınlanan tam makale |
| Dergi Adı | IOJET |
| Dergi ISSN | 2148-225X |
| Dergi Tarandığı Indeksler | Journals Indexed in Eric |
| Makale Dili | İngilizce |
| Basım Tarihi | 09-2021 |
| Cilt No | 8 |
| Sayı | 4 |
| Sayfalar | 2523 / 2539 |
| Makale Linki | https://iojet.org/index.php/IOJET |
| Özet |
| This study investigated the effect of technology-enhanced flipped classroom model applications on high school students’ classroom engagement and classroom life perceptions in teaching English. In the study, pretest and posttest experiment-control group quasi-experimental design was used. The experimental group was taught using the flipped method and the control group was taught using the current conventional method. The study was conducted with 45 students attending 9th grade for 8 weeks. The data were collected from classroom engagement inventory and classroom life perception scale quantitatively. According to the findings, there was a significant difference in terms of classroom engagement levels. When the classroom engagement inventory sub-dimensions were examined, significant differences were found in the experimental group in terms of cognitive engagement and affective engagement sub-dimensions. However, there was not a significant difference between the two groups in terms of behavioral engagement–compliance, behavioral engagement-effortful classroom participation and disengagement sub-dimensions. On the other hand, there was a significant difference in terms of classroom life perception levels. When the classroom life perception scale sub-dimensions were examined, significant differences were found in the experimental group in terms of student feelings related to the classroom environment and student feelings related to the teacher sub-dimensions. However, there was not a significant difference between the two groups in terms of student feelings related to other students sub-dimension. |
| Anahtar Kelimeler |
