An Investigation of the Effects of Problem-Based Learning Activities Supported via Flipped Classroom and LEGO-LOGO Practices on the Success and Motivation of High School Students

Abstract

The purpose of this study was to investigate the effects of algorithm teaching on the academic success and motivations of high school students by using FC Model and LEGO-LOGO practices. In the research, pretest-posttest control group pattern, one of quantitative research methods included in real experimental patterns, was used. Criterion sampling, one of purposeful sampling methods, was used to determine the study group of the research. The study group consisted of 42 students in 3 different classrooms enrolled in the 10th grade in Information Technologies Field in a vocational high school and met the criteria determined in this context. In one of the classes (DGA), FC and LEGO-LOGO and algorithm teaching was offered, and in the other one (DGB), face-to-face LEGO-LOGO and algorithm teaching in classroom setting was offered. In the last class (KG), no intervention was made and algorithm teaching was conducted in a normal class arrangement. Data collection process was achieved in the research scope which lasted 8 weeks by using a success test and motivation scale. As a result of the research, student motivations improved significantly in a favorable direction in comparison to the pre-study state by LEGO-LOGO practices carried out by using FC or face-to-face. Furthermore, academic success of the test groups was found to be statistically significant and highly favorable in comparison to the control group. © 2017 IOJES. All rights reserved Keywords: 1 Flipped classroom, LEGO mindstorms, Algorithm instruction, LEGO-LOGO, robotic. Extended Summary PurposeThe purpose of the research was to scrutinize the effect of algorithm teaching on the academic success and motivations of high school students by using FC Model and LEGO-LOGO practices. Answers were sought to the following sub-questions in order to achieve the research purpose:1. Is there any significant difference between the motivations of the students in the test and control groups prior to the conducted study?2. Is there any significant difference between the motivations of the students in the test and control groups at the end of the conducted study?3. Does the conducted study have an effect on the motivation levels of the students in the test and control groups?4. Is there any significant difference between the academic success of the students in the test and control groups at the end of the conducted study? * This research was drived from doctoral dissertation titled Examine The effect of the problem based learning activities supported via flipped classroom and LEGO-LOGO practices on the high school students' success and their motivation.

The impact of robotics assisted programming education on academic success, problem solving skills and motivation

“…This result can be interpreted as that students who receive robotics assisted programming education are more motivated to course of Program Languages I than students who receive robotics unassisted programming education. This result shows similarities research results of Çukurbaşı & Kıyıcı (2017), Lykke et all., (2014), McWhorter & O'Connor (2009, Nugent et all., (2009) and Piteira & Haddad (2011) in the literature. Martínez Ortiz (2015) was found that LEGO ® Mindstorms practices increase students' motivation to learn.…”

Mathematics education for relevance, responsiveness, and viability in Africa within the Fourth Industrial Revolution era

“…This section considers how these questions were addressed in the research conducted here. Firstly, we explored whether this type of LOGO coding has an influence on the learning of problem-solving in mathematics, especially in geometric construction, and it was found, in line with the literature (Çukurbaşı & Kıyıcı 2017), this approach embracing PBL for SDL has a positive influence on the learning. Furthermore, we probed how problem-solving skills in geometry can be developed using the LOGO coding environment, and it was evident that using this PBL for SDL approach, these skills were developed and the learner responses confirmed this.…”

“…Furthermore, it has been found that LOGO provides an apt environment for PBL. In this regard, Çukurbaşı and Kıyıcı (2017) found that PBL activities could be facilitated through LOGO and that this contributed positively not only to student success but also motivation in the learning context especially if this is combined with a flipped-classroom approach. This aligns well with other research on PBL in mathematics contexts, where it was determined that such an approach motivated students when they collaborated in problem-solving activities (Botty et al 2016).…”

Examining the Emotional Semantic Orientation of Gifted Students Towards the Flipped Learning Model

“…When the literature is examined, there are investigations of the effectiveness of the FLM in software, mathematics, physics, chemistry, health care, statistics, engineering and many other fields (Behmanesh et al, 2020 ; DeSantis et al, 2015 ; Fernández-Martíne et al, 2020 ; Ghanaat & Habibzadeh, 2021 ; Gannod et al, 2008 ; Huang et al, 2020 ; Jdaitawi, 2020 ; Kettle, 2013 ; Kong, 2015 ; Lestari, 2021 ; Mason et al, 2013 ; McLaughlin et al, 2014 ; Pierce & Fox, 2012 ; Talbert, 2014 ; Touchton, 2015 ; Webb & Doman, 2020 ; Yestrebsky, 2015 ). Moreover, it is seen that studies examining the effects of the FLM on many variables such as academic achievement (Hwang et al, 2021 ; Pierce & Fox, 2012 ), attitude (Chao et al, 2015 ; Güç, 2017 ; Sağlam, 2016 ; Webb & Doman, 2020 ), motivation (Çukurcubaşı, 2016 ; Halili et al, 2021 ), mental risk taking (Çakır & Yaman, 2018 ), and reading level (Cashin, 2016 ) are increasing in the literature. The literature review indicates that the use of the flipped learning model (FLM) in learning environments has increased in recent years.…”