The Relationship Between Secondary School Teachers and Students’ Readiness of Using Flipped Classroom

Abstract

The emergence of instructional technologies has made inevitable changes in educational settings. The flipped classroom that integrates education with technology has grown in popularity in recent years. This study intends to investigate the relationship between secondary school teachers’ and their students’ flipped classroom readiness. Data were collected through a scale for flipped classroom readiness of teachers and their students. There were 745 participants randomly selected from 5th and 8th grade students and 233 teachers from five different secondary schools in Elazig, Turkey. It is concluded that teachers and students are generally ready to apply this model. Additionally, there is a positive relationship between teachers and their students’ technology self-efficacy. Also, the students whose teachers are open-minded have more positive opinions on the flipped classroom. The study hopes to contribute to the increase in the usage of the flipped classroom in educational settings regarding both teachers’ and their students’ readiness. It has pedagogical implications for teachers to be trained and given more knowledge about the model so that the more the teacher is informed with the flipped classroom the more students can benefit.

Quantitative Analysis of Students and Teachers Readiness for Flipped Classroom in Matriculation

“…The first questionnaire for students consists of two parts: part (A) the respondents' demographic profile and part (B) the respondents' readiness towards flipped classroom covering five dimensions consisting of learner's control and self-directed learning, technology self-efficacy, in-class communication self-efficacy, motivation for learning and doing previews. The items in part B of the survey instrument were adapted from the Flipped Learning Readiness Scale Hao (2016) which has been widely used in previous studies (Durak, 2020;Kazu & Kurtoğlu, 2022;Kazu & Yalçin 2022;Polat et al, 2022). The second questionnaire for teachers also consists of two parts where part A is to obtain respondents' background while part B is to assess respondents' readiness to implement flipped classroom strategy in four dimensions: institutional support, technology self-efficacy, teacher beliefs and teaching strategy.…”

“…A variety of factors influence flipped classroom readiness. According to a study conducted by Kazu and Yalçin (2022), the dimension of technology self-efficacy is particularly relevant as a determining factor for readiness among students and teachers. To effectively implement the flipped classroom, both students and teachers must have confidence and self-belief in their ability to use technology.…”

“…If students feel proficient with technology, their opinions of the flipped classroom are more positive (Kazu & Kurtoğlu, 2020). The flipped classroom's readiness is also determined by the students' and teachers' willingness and ability to make necessary preparations prior to the flipped classroom sessions (Kazu & Yalçin, 2022). To ensure flipped classroom success, teachers prepare by generating online educational resources for students to use at their own pace, while students prepare by being willing to use the resources supplied by the teacher prior to class (Agyei & Razi, 2022).…”

Ortaokul Öğrencilerinin Ters Yüz Edilmiş Matematik Sınıflarına Hazırbulunuşluklarının ve Öz Düzenleyici Öğrenme Beceri Düzeylerinin İncelenmesi

“…However, the flipped classroom model is not used enough in mathematics education in our country (Bulut, 2019). An important point is that the student's readiness should be at a sufficient level in order to achieve the desired performance from the flipped classroom and to implement them effectively (Durak, 2017;Hao, 2016a;Kazu and Kurtoğlu, 2020;Kazu and Kurtoğlu Yalçin, 2022;Kozikoğlu and Camuşcu, 2019). No study has been identified in the literature examining the readiness of secondary school students for flipped classes in mathematics.…”

Integrating Modeling into Flipped Classroom for Developing Students’ English Pronunciation Skills at High Institutes for Tourism and Hotels

“…Known as inverting classroom, flipped classroom is a pedagogy that reverses the traditional instructional model in conventional classrooms (Kazu, & Yalçin, 2022). It calls for applying knowledge during the class in order to allow the teacher to detect students' errors, correct them and provide constructive feedback (Aidoo, Tsyawo, Quansah, & Boateng, 2022).…”