NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1165484
Record Type: Journal
Publication Date: 2018
Pages: 16
Abstractor: As Provided
ISSN: EISSN-2289-2990
The Effect of a Flipped Classroom Model on Academic Achievement, Self-Directed Learning Readiness, Motivation and Retention
Alsancak Sirakaya, Didem; Ozdemir, Selçuk
Malaysian Online Journal of Educational Technology, v6 n1 p76-91 2018
This study examined the effect of a flipped classroom model on students' academic achievement, self-directed learning readiness and motivation. The participants of this study were a total of 66 students who took the "Scientific Research Methods" course and were studying in two different classes in the Faculty of Education at Ahi Evran University in the fall term of the 2014-2015 academic year. One class was designated as an experimental group and the other one was the control group. We applied the flipped classroom model to the experimental group while a classical blended learning method was applied to the control group. An achievement test, a self-directed learning readiness scale and a motivation scale were used as data collection tools. To analyze the collected data, this study used the t-test, MANOVA and ANCOVA analyses. Study findings showed that there was a significant difference between groups in terms of academic achievement, motivation and retention. However, no significant difference between the experimental and control groups in terms of self directed learning readiness was found.
University of Malaya Faculty of Education. Kuala Lumpur 50603 Malaysia. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey
Identifiers - Assessments and Surveys: Self Directed Learning Readiness Scale
Grant or Contract Numbers: N/A