The effect of the flipped classroom model on pre-service teachers' academic achievement, self-regulated learning skills, and classroom engagement

Abstract

This study aimed to examine the impact of the flipped classroom model applied in the information technologies courses on pre-service teachers’ candidates' academic achievements, self-regulated learning skills, and classroom engagement. The research was conducted with a total of 96 pre-service teachersteacher candidates, 48 in the experimental group and 48 in the control group. After the seven-week implementation period, the data obtained were analyzed using descriptive and inferential statistical techniques. According to the analysis results, a significant difference was found in favor of the experimental group between the post test and delayed post-test scores of the experimental and control groups. This result indicates that the flipped classroom model positively affects academic achievement in the context of the information technology course. However, no significant effect of the model on self-regulated learning skills and classroom engagement has been observed. In this context, suggestions for the design and implementation of the flipped classroom model have been presented.