The Effect of Flipped Classroom Model Applications on High School Students' Classroom Engagement and Classroom Life Perceptions in Teaching English

Autor/inn/en	Ayçiçek, Burak; Yanpar Yelken, Tugba
Titel	The Effect of Flipped Classroom Model Applications on High School Students' Classroom Engagement and Classroom Life Perceptions in Teaching English
Quelle	In: International Online Journal of Education and Teaching, 8 (2021) 4, S.2523-2539 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ayçiçek, Burak) ORCID (Yanpar Yelken, Tugba)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-225X
Schlagwörter	Flipped Classroom; High School Students; Learner Engagement; English (Second Language); Second Language Instruction; Educational Technology; Technology Uses in Education; Student Attitudes; Grade 9; Student Participation; Student Behavior; Teacher Student Relationship; Peer Relationship; Foreign Countries; Conventional Instruction; Turkey + Suchen Sie Ihr Suchwort? Flipped classrooms; Flip teaching; Inverted teaching; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schülerverhalten; School year 09; 9. Schuljahr; Schuljahr 09; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Student behaviour; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Ausland; Türkei
Abstract	This study investigated the effect of technology-enhanced flipped classroom model applications on high school students' classroom engagement and classroom life perceptions in teaching English. In the study, pretest and posttest experiment-control group quasi-experimental design was used. The experimental group was taught using the flipped method and the control group was taught using the current conventional method. The study was conducted with 45 students attending 9th grade for 8 weeks. The data were collected from classroom engagement inventory and classroom life perception scale quantitatively. According to the findings, there was a significant difference in terms of classroom engagement levels. When the classroom engagement inventory sub-dimensions were examined, significant differences were found in the experimental group in terms of cognitive engagement and affective engagement sub-dimensions. However, there was not a significant difference between the two groups in terms of behavioral engagement--compliance, behavioral engagement-effortful classroom participation and disengagement sub-dimensions. On the other hand, there was a significant difference in terms of classroom life perception levels. When the classroom life perception scale sub-dimensions were examined, significant differences were found in the experimental group in terms of student feelings related to the classroom environment and student feelings related to the teacher sub-dimensions. However, there was not a significant difference between the two groups in terms of student feelings related to other students sub-dimension. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01