Middle school students’ experiences and perceptions about flipped classroom applications used in geometry lessons

Abstract

The purpose of the study was to investigate the experiences and perceptions of middle school students about the flipped classroom applications used in geometry lessons. The research was designed as a case study. Data were collected through field notes, focus group interviews, and semi-structured interviews. The sample consisted of 26 eighth-grade students studying in a state middle school in Turkey. Within the scope of the flipped classroom, lecture videos and summaries, multimedia activities, and exercises were sent to the students through the Education Information Network (EIN) lesson module. The results indicated that students could control their learning at their pace and the lesson module were generally comprehensible. Moreover, the in-class activities enabled students to learn mathematics in a meaningful and in-depth manner. There was enough time for the application and implementation of classroom tasks. Furthermore, students learned better by getting support from their friends in the group, the interaction between student-student and student-teacher improved, and they were actively involved in the lessons. Additionally, students' bias towards mathematics decreased.