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

Erbil, Deniz Gökçe; Kocabaş, Ayfer

doi:10.1016/j.stueduc.2020.100878

Cited by 13 publications

(6 citation statements)

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“…The points of contact between the students’ experience in the current study and the teaching carried out in flipped format is the possibility of combining both online and offline classes. Erbil and Kocabaş indicate that the flipped classroom and collaborative teaching methods have resulted in more positive intrinsic motivation through increased levels of competence, autonomy, and belonging among students [ 28 ]. In support of this, the present study found that college belongingness was a mediated factor in the relationship between form of education and motivation.…”

Section: Discussionmentioning

confidence: 99%

Online or Blended Learning: the COVID-19 Pandemic and First-Year Medical Students’ Academic Motivation

et al. 2021

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Section: Discussionmentioning

confidence: 99%

Online or Blended Learning: the COVID-19 Pandemic and First-Year Medical Students’ Academic Motivation

et al. 2021

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“…In other words, flipped classroom encourages individuals to learn the educational content at home and practice at school [ 21 ]. Some researchers have disclosed that this method enhanced students’ responsibility, sense of belonging to a group, interactions, and motivation [ 22 ]. Some studies also revealed that flipped classrooms had a positive effect on students’ academic motivation [ 23 ].…”

Section: Introductionmentioning

confidence: 99%

Online class or flipped-jigsaw learning? Which one promotes academic motivation during the COVID-19 pandemic?

2021

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Background Due to the progress in COVID-19, education has undergone a huge change all around the world, leading all universities to move towards distance learning. In this context, the majority of instructors tend to make use of the educational methods that maintain and improve students’ motivation and, consequently, promote their academic performance. This study aimed to compare the effects of synchronous online class and the combination of flipped and jigsaw methods on students’ academic motivation. Methods This quasi-experimental study was conducted on 84 BSc nursing students who had entered Shiraz University of Medical Sciences in two different years. One group was educated in a synchronous online class, while the other group was educated using a combination of flipped and jigsaw methods. Both classes were enrolled in online classes due to the COVID-19 pandemic. The participants’ academic motivation was evaluated using Harter’s Academic Motivation Scale. Results The results revealed no significant difference in the intrinsic and extrinsic dimensions of academic motivation in the synchronous online class group before and after the intervention. However, a significant increase was observed in the mean scores of academic motivation (p = 0.002) and its intrinsic (p = 0.003) and extrinsic (p = 0.031) dimensions in the flipped-jigsaw method group after the intervention. Moreover, the mean scores of academic motivation (p = 0.007) and its intrinsic (p = 0.038) and extrinsic (p = 0.010) dimensions were significantly higher in the flipped-jigsaw method group compared to the synchronous online class group after the intervention. Conclusions Since the COVID-19 pandemic has led educational institutions to use virtual education methods, the combination of flipped and jigsaw methods may improve students’ academic motivation in distance learning.

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“…In their study, Aidinopoulou and Sampson (2017) concluded that the flipped classroom model in social studies course increased students' participation in student-centered activities, improved their historical thinking skills and increased their academic achievement. Erbil and Kocabaş (2020) concluded that the use of cooperative learning method in the flipped classroom environment has a positive and significant effect on students' academic achievement levels. Contrary to the results obtained both in this study and in the abovementioned studies, Pozolinski (2015) conducting social studies course with the flipped learning model did not lead to a statistically significant difference in academic achievement.…”

Section: Discussionmentioning

confidence: 99%

The Effect of the Use of the Flipped Learning Model in the Social Studies Course on the Students' Academic Success and Higher-Order Thinking Skills

İŞÇİ¹,

Yazıcı

2023

International E-Journal of Educational Studies

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The aim of the study was to test the effect of using the flipped learning model in social studies course on students' academic achievement and higher-order thinking skills, and to determine student views on this model. Explanatory sequential design, one of the mixed research methods, was used in the research. The study group of the research consisted of 30 students studying at the 7th grade in two secondary schools affiliated to the Ministry of National Education in the Bor District of Niğde Province in Turkey. As a result of the research, it was concluded that the academic achievement and higher-order thinking skill total scores of the students in the experimental group, in which the social studies course was conducted with the flipped learning model, were statistically significant and at a higher level compared to the students in the control group. The analysis of the data obtained from the semi-structured interviews also revealed the students learned the subjects better with this model and had positive thoughts about the model in the social studies course conducted with the flipped learning model.

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

Cited by 13 publications

References 63 publications

Online or Blended Learning: the COVID-19 Pandemic and First-Year Medical Students’ Academic Motivation

Online or Blended Learning: the COVID-19 Pandemic and First-Year Medical Students’ Academic Motivation

Online class or flipped-jigsaw learning? Which one promotes academic motivation during the COVID-19 pandemic?

The Effect of the Use of the Flipped Learning Model in the Social Studies Course on the Students' Academic Success and Higher-Order Thinking Skills

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