EVALUATING THE FLIPPED CLASSROOM MODEL THROUGH THE MULTI-COMPLEMENTARY APPROACH

Authors : Tarik TALAN, Veli BATDI

Pages : 31-67

Doi:10.17718/tojde.803351

View : 14 | Download : 5

Publication Date : 2020-10-01

Article Type : Research Paper

Abstract :This study was carried out to determine the effectiveness of the Flipped Classroom Model insert ignore into journalissuearticles values(FCM); in an educational setting. For this purpose, a multi-complementary approach insert ignore into journalissuearticles values(MCA); was used including both quantitative insert ignore into journalissuearticles values(meta-analysis); and qualitative insert ignore into journalissuearticles values(thematic);. MCA consists of three parts, the first of which is the pre-complementary information stage. In this context, the data from sixty-four studies were used and it was analysed using CMA and MetaWin software. In addition, the meta-thematic data were obtained by analysing thirty-two qualitative studies of FCM and analysed through content analysis. In the second stage of the MCA, an experimental process took place involving the implementation of FCM. A thematic dimension was added to the second stage and analyses were made through MAXQDA software. In the last stage of the approach, the results of the first two stages were combined to get complementary and general outcomes. The results of the study showed that FCM had a positive impact on academic success in general, thus some recommendations were presented on the use of both FCM and MCA.
Keywords : Flipped classroom model, multi complementary approach, meta analysis, meta thematic analysis, academic achievement