THE EFFECTS OF CLICKER-AIDED FLIPPED CLASSROOM MODEL ON LEARNING ACHIEVEMENT, PHYSICS ANXIETY AND STUDENTS’ PERCEPTIONS
Similar to all stages of education, the use of the flipped classroom model continues to become more widespread in higher education. The aim of this study is to examine the effects of flipped classroom model on learning achievement and students’ anxiety towards their courses. The true experimental de...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Informascope
2018-04-01
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| Series: | International Online Journal of Education and Teaching |
| Online Access: | http://iojet.org/index.php/IOJET/article/view/389 |
| _version_ | 1828019985356685312 |
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| author | Gülsüm Aşıksoy asemin Sorakin |
| author_facet | Gülsüm Aşıksoy asemin Sorakin |
| author_sort | Gülsüm Aşıksoy |
| collection | DOAJ |
| description | Similar to all stages of education, the use of the flipped classroom model continues to become more widespread in higher education. The aim of this study is to examine the effects of flipped classroom model on learning achievement and students’ anxiety towards their courses. The true experimental design was used in this study. The study was conducted with the participation of 61 undergraduate students taking the physics course. In the in-class component of the flipped classroom model, while the student response system was used with the experimental group, it was excluded during the study conducted on the control group students. Several data were collected from the physics achievement test, the physics anxiety questionnaire, and semi-structured interviews. The gathered data were analyzed in accordance with whether the student response system was utilized in the in-class component of the flipped classroom model. The results have shown that, in comparison to the control group students, the learning achievement of the experimental group students had increased and that their anxiety had decreased significantly. Furthermore, it has been determined that the experimental group students had a positive perception of student response system’s utilization in class. This study may provide aid for lecturers in integrating the student response system to the flipped classroom model. |
| first_indexed | 2024-04-10T11:29:25Z |
| format | Article |
| id | doaj.art-06b7d717efd0466a84fe5a1ce2888414 |
| institution | Directory Open Access Journal |
| issn | 2148-225X 2148-225X |
| language | English |
| last_indexed | 2024-04-10T11:29:25Z |
| publishDate | 2018-04-01 |
| publisher | Informascope |
| record_format | Article |
| series | International Online Journal of Education and Teaching |
| spelling | doaj.art-06b7d717efd0466a84fe5a1ce28884142023-02-15T16:18:10ZengInformascopeInternational Online Journal of Education and Teaching2148-225X2148-225X2018-04-0152THE EFFECTS OF CLICKER-AIDED FLIPPED CLASSROOM MODEL ON LEARNING ACHIEVEMENT, PHYSICS ANXIETY AND STUDENTS’ PERCEPTIONSGülsüm Aşıksoyasemin SorakinSimilar to all stages of education, the use of the flipped classroom model continues to become more widespread in higher education. The aim of this study is to examine the effects of flipped classroom model on learning achievement and students’ anxiety towards their courses. The true experimental design was used in this study. The study was conducted with the participation of 61 undergraduate students taking the physics course. In the in-class component of the flipped classroom model, while the student response system was used with the experimental group, it was excluded during the study conducted on the control group students. Several data were collected from the physics achievement test, the physics anxiety questionnaire, and semi-structured interviews. The gathered data were analyzed in accordance with whether the student response system was utilized in the in-class component of the flipped classroom model. The results have shown that, in comparison to the control group students, the learning achievement of the experimental group students had increased and that their anxiety had decreased significantly. Furthermore, it has been determined that the experimental group students had a positive perception of student response system’s utilization in class. This study may provide aid for lecturers in integrating the student response system to the flipped classroom model.http://iojet.org/index.php/IOJET/article/view/389 |
| spellingShingle | Gülsüm Aşıksoy asemin Sorakin THE EFFECTS OF CLICKER-AIDED FLIPPED CLASSROOM MODEL ON LEARNING ACHIEVEMENT, PHYSICS ANXIETY AND STUDENTS’ PERCEPTIONS International Online Journal of Education and Teaching |
| title | THE EFFECTS OF CLICKER-AIDED FLIPPED CLASSROOM MODEL ON LEARNING ACHIEVEMENT, PHYSICS ANXIETY AND STUDENTS’ PERCEPTIONS |
| title_full | THE EFFECTS OF CLICKER-AIDED FLIPPED CLASSROOM MODEL ON LEARNING ACHIEVEMENT, PHYSICS ANXIETY AND STUDENTS’ PERCEPTIONS |
| title_fullStr | THE EFFECTS OF CLICKER-AIDED FLIPPED CLASSROOM MODEL ON LEARNING ACHIEVEMENT, PHYSICS ANXIETY AND STUDENTS’ PERCEPTIONS |
| title_full_unstemmed | THE EFFECTS OF CLICKER-AIDED FLIPPED CLASSROOM MODEL ON LEARNING ACHIEVEMENT, PHYSICS ANXIETY AND STUDENTS’ PERCEPTIONS |
| title_short | THE EFFECTS OF CLICKER-AIDED FLIPPED CLASSROOM MODEL ON LEARNING ACHIEVEMENT, PHYSICS ANXIETY AND STUDENTS’ PERCEPTIONS |
| title_sort | effects of clicker aided flipped classroom model on learning achievement physics anxiety and students perceptions |
| url | http://iojet.org/index.php/IOJET/article/view/389 |
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