Pre-service teachers' achievement and perceptions of the classroom environment in flipped learning and traditional instruction classes

ÖZÜDOĞRU M., AKSU M.

AUSTRALASIAN JOURNAL OF EDUCATIONAL TECHNOLOGY, vol.36, no.4, pp.27-43, 2020 (SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 36 Issue: 4
  • Publication Date: 2020
  • Doi Number: 10.14742/ajet.5115
  • Journal Name: AUSTRALASIAN JOURNAL OF EDUCATIONAL TECHNOLOGY
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, IBZ Online, EBSCO Education Source, Educational research abstracts (ERA), ERIC (Education Resources Information Center), INSPEC
  • Page Numbers: pp.27-43
  • Keywords: flipped learning, classroom environment perceptions, pre-service teacher education, student achievement, principles and methods of instruction course, STUDENT PERFORMANCE, PSYCHOSOCIAL ENVIRONMENT, MOTIVATIONAL BELIEFS, SOCIAL-ENVIRONMENT, MATHEMATICS
  • Middle East Technical University Affiliated: Yes

Abstract

The aim of this study was to investigate whether flipped learning affects pre-service teachers' achievement and perceptions related to the classroom environment. This experimental study was conducted in the fall semester of 2017-2018 for 11 weeks at a state university in Turkey and included a total of 56 pre-service teachers. An achievement test and a scale were implemented to collect the data. The analyses through descriptive and inferential statistical analysis techniques showed that flipped learning group obtained significantly higher achievement test scores and final grades than the traditional instruction group. On the other hand, being in the flipped learning group or in the traditional group had no significant effect on the pre-service teachers' perceptions of the classroom environment.