Flipping the 4th grade social studies course in a cooperative way: Effects on academic achievement and motivation

Erbil D. G., KOCABAŞ A.

STUDIES IN EDUCATIONAL EVALUATION, vol.66, 2020 (SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 66
  • Publication Date: 2020
  • Doi Number: 10.1016/j.stueduc.2020.100878
  • Journal Name: STUDIES IN EDUCATIONAL EVALUATION
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, ASSIA, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA)
  • Keywords: Flipped classroom, Social studies, Cooperative learning, Elementary education, STUDENTS LEARNING-PERFORMANCE, SELF-DETERMINATION THEORY, INTERDEPENDENCE THEORY, CLASSROOM, PERSPECTIVES, STRATEGIES, EDUCATION, EXPERIENCES, TECHNOLOGY, LECTURES
  • Dokuz Eylül University Affiliated: Yes

Abstract

In this study, through using the flipped classroom and cooperative learning methods both together and separately, this study examines the changes in the motivation and academic achievement levels of 4th-grade students in primary school. Three experimental groups and one control group were used in the research. As a result of this work, the flipped classroom, the cooperative learning method in the flipped classroom environment and the cooperative learning method used separately achieved both a positive and significant effect on the students' levels of academic achievement and motivation in both the pre-experiment and post-experiment groups, when compared with the control group. At the end of this study, we've provided recommendations on how to use the flipped classroom and cooperative learning methods, both together and separately.