Designing a self-regulated flipped learning approach to promote students’ science learning performance
Flipped learning, a well-established method in science education, sees its impact further amplified when coupled with the active control of self-regulated learners over their learning and metacognitive processes. In this study, a self-regulated flipped learning approach was designed and tested with...
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| Format: | Article |
| Language: | English |
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International Forum of Educational Technology & Society
2024-01-01
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| Series: | Educational Technology & Society |
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| Online Access: | https://www.j-ets.net/collection/published-issues/27_1#h.8x2w73rcreme |
| _version_ | 1797370932879163392 |
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| author | Hüseyin Ateş |
| author_facet | Hüseyin Ateş |
| author_sort | Hüseyin Ateş |
| collection | DOAJ |
| description | Flipped learning, a well-established method in science education, sees its impact further amplified when coupled with the active control of self-regulated learners over their learning and metacognitive processes. In this study, a self-regulated flipped learning approach was designed and tested with the intention of enhancing the science learning performance of middle school students. A quasi-experimental design was employed involving middle school students from a science course in Turkey, with the aim to examine the impacts of the approach on students’ academic achievements, attitudes, self-regulation levels, and motivations. The experimental group consisted of 29 students (14 male, 15 female) in the self-regulated flipped class, while the control group comprised 30 students (13 male, 17 female) who received traditional flipped learning instruction. In total, 59 eighth-grade students participated in the four-week study. Data were collected through achievement tests, attitude scales, self-regulated learning scales, and motivation scales. The results reveal that the experimental group outperformed the control group in terms of academic achievement, attitudes, self-regulated learning, and motivation. These findings can provide valuable insights and practical implications for educators and researchers in the fields of educational technology and science education. |
| first_indexed | 2024-03-08T18:11:21Z |
| format | Article |
| id | doaj.art-4534bf461a45433ea45f87be7f5af1ca |
| institution | Directory Open Access Journal |
| issn | 1176-3647 1436-4522 |
| language | English |
| last_indexed | 2024-03-08T18:11:21Z |
| publishDate | 2024-01-01 |
| publisher | International Forum of Educational Technology & Society |
| record_format | Article |
| series | Educational Technology & Society |
| spelling | doaj.art-4534bf461a45433ea45f87be7f5af1ca2024-01-01T04:07:16ZengInternational Forum of Educational Technology & SocietyEducational Technology & Society1176-36471436-45222024-01-01271658310.30191/ETS.202401_27(1).RP05Designing a self-regulated flipped learning approach to promote students’ science learning performanceHüseyin Ateş0Department of Science Education, Kırşehir Ahi Evran University, Kırşehir, TurkeyFlipped learning, a well-established method in science education, sees its impact further amplified when coupled with the active control of self-regulated learners over their learning and metacognitive processes. In this study, a self-regulated flipped learning approach was designed and tested with the intention of enhancing the science learning performance of middle school students. A quasi-experimental design was employed involving middle school students from a science course in Turkey, with the aim to examine the impacts of the approach on students’ academic achievements, attitudes, self-regulation levels, and motivations. The experimental group consisted of 29 students (14 male, 15 female) in the self-regulated flipped class, while the control group comprised 30 students (13 male, 17 female) who received traditional flipped learning instruction. In total, 59 eighth-grade students participated in the four-week study. Data were collected through achievement tests, attitude scales, self-regulated learning scales, and motivation scales. The results reveal that the experimental group outperformed the control group in terms of academic achievement, attitudes, self-regulated learning, and motivation. These findings can provide valuable insights and practical implications for educators and researchers in the fields of educational technology and science education.https://www.j-ets.net/collection/published-issues/27_1#h.8x2w73rcremeself-regulated learningflipped learningscience educationmiddle school students |
| spellingShingle | Hüseyin Ateş Designing a self-regulated flipped learning approach to promote students’ science learning performance Educational Technology & Society self-regulated learning flipped learning science education middle school students |
| title | Designing a self-regulated flipped learning approach to promote students’ science learning performance |
| title_full | Designing a self-regulated flipped learning approach to promote students’ science learning performance |
| title_fullStr | Designing a self-regulated flipped learning approach to promote students’ science learning performance |
| title_full_unstemmed | Designing a self-regulated flipped learning approach to promote students’ science learning performance |
| title_short | Designing a self-regulated flipped learning approach to promote students’ science learning performance |
| title_sort | designing a self regulated flipped learning approach to promote students science learning performance |
| topic | self-regulated learning flipped learning science education middle school students |
| url | https://www.j-ets.net/collection/published-issues/27_1#h.8x2w73rcreme |
| work_keys_str_mv | AT huseyinates designingaselfregulatedflippedlearningapproachtopromotestudentssciencelearningperformance |