Explorations to Overcome Socio-Economic Barriers in Learning and Thinking: A Flipped Classroom Study
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Published
Sep 30, 2023
Abstract
The present study aims to examine the effect of the flipped classroom model on the academic achievement and critical-analytic thinking skills of students from different socio-economic backgrounds. For this purpose, two schools in the same province, attended by children from families with varying socio-economic levels, were included in the study. The study sample consisted of a total of 82 students: 30 from a secondary school with students from a low socio-economic background and 52 from another secondary school with students from a high socio-economic background in the 2021-2022 academic year. The study was designed based on the quasi-experimental design with pretest-posttest control groups. Experimental and control groups consisting of one class each, and four classes in total, were selected from the schools using the random assignment method. The total application period was 9 weeks while the duration of the experimental applications was 7 weeks (28 class hours). In the present study utilizing Edpuzzle, an online platform, interactive videos were developed in accordance with the learning outcomes of the course. Data were collected using the 25-item “Sun, Earth and Moon Achievement Test” applied to determine the learning levels of the students and the 72-item “Cornell Conditional Reasoning Test” applied to measure critical-analytic thinking skills. In conclusion, it was revealed that although there was no significant change in critical-analytic thinking skills, the flipped classroom model provided a significant increase in the academic achievement and critical-analytic thinking skills of students from both socio-economic backgrounds.
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Keywords
Flipped Classroom Model, Socio-Economic Level, Critical-Analytic Thinking, Sun, Earth, Moon Unit
References
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Baranovic, K. (2013). Flipping the first-year composition classroom: Slouching toward the pedagogically hip. PhD Dissertation, Southeast Missouri State University, USA.
Bergmann, J. & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society For Technology İn Education.
Bishop, J. & Verleger, M.A. (2013). The flipped classroom: A survey of the research. In Proceedings of the ASEE National Conference. 23–26 June 2013, Atlanta, GA, USA, 1-18.
Bradley, R.H. & Corwyn, R.F. (2002). Socioeconomic status and child development. Annual Review of Psychology, 53(1):371-399.
Cabı, E. (2018). The impact of the flipped classroom model on students’ academic achievement. International Review of Research in Open and Distributed Learning, 19(3):202-221. DOI: https://doi.org/10.19173/irrodl.v19i3.3482
Çakır, E., & Yaman, S. (2018). The effect of flipped classroom model on students’ science success and computational thinking skills. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 38(1):75-99.
Çakır, H. (2016). Open ended questions: A comparison of mothers’ and fathers’ language use during play time. Creative Education, 7(4):574-585. DOI: https://doi.org/10.4236/ce.2016.74060
Çiftçi, C., & Çağlar, A. (2014). The effect of socio-economic characteristics of parents on student achievement: Is poverty destiny? International Journal of Human Sciences, 11(2):155-175. DOI: https://doi.org/10.14687/ijhs.v11i2.2914
Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences. Hillsdale, NJ: Erlbaum.
Çömlekcioğulları, A. (2020). Öğrenci başarısı ile ailelerin sosyo-ekonomik düzeyleri arasındaki ilişki (Denizli ili örneği). Non-Thesis Master’s Project, Pamukkale University, Denizli.
Davies, R.S., Dean, D.L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research and Development, 61(4):563-580. DOI: https://doi.org/10.1007/s11423-013-9305-6
Demiralay, R., & Karataş, S. (2014). Flipped classroom model. Eğitim ve Öğretim Araştırmaları Dergisi, 3(3):333-340.
DeRuisseau, L.R. (2016). The flipped classroom allows for more class time devoted to critical thinking. Advances in physiology education, 40(4):522-528. DOI: https://doi.org/10.1152/advan.00033.2016
Enfield, J. (2013). Looking at the impact of the flipped classroom model of instruction on undergraduate multimedia students at CSUN. TechTrends, 57(6):14-27. DOI: https://doi.org/10.1007/s11528-013-0698-1
Ennis, R.H., & Millman, J. (1985). Cornell Critical Thinking Test (Level X). Pacific Grove, CA: Critical Thinking Press ve Software.
Etemadfar, P., Soozandehfar, S. M. A., & Namaziandost, E. (2020). An account of efl learners’ listening comprehension and critical thinking in the flipped classroom model. Cogent Education, 7(1):1-23. DOI: https://doi.org/10.1080/2331186X.2020.1835150
Fulgueras, M. J., & Bautısta, J. (2020). Flipped classroom: Its effects on esl learners’ critical thinking and reading comprehension levels. International Journal of Language and Literary Studies, 2(3):257-270. DOI: https://doi.org/10.36892/ijlls.v2i3.228
Ghanaat, H., & Habibzadeh, A. (2021). Analyzing the impact of flipped classroom on students’ mathematical academic achievement and attitude towards mathematics. Research in Curriculum Planning, 17(67):183-196. DOI: https://doi.org/10.30486/jsre.2021.1909828.1736
Hantla, B. F. (2014). The effects of flipping the classroom on specific aspects of critical thinking in a christian college: a quasi-experimental, mixed-methods study. PhD Thesis, Southeastern Baptist Theological Seminary, Wake Forest, North Carolina.
Hayırsever, F. & Orhan, A. (2018). A theoretical analysis of flipped learning. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 14(2):572-596. DOI: https://doi.org/10.17860/mersinefd.431745
Horn, M. B. (2013). The transformational potential of flipped classrooms. Education Next, 13(3):78-79.
Huong, H. T. L., Huy, N. H. D., & Ha, N. N. (2018). The flipped classroom: Using thematic teaching to develop critical thinking for high school students. American Journal of Educational Research, 6(6):828-835. DOI: https://doi.org/10.12691/education-6-6-36
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How to Cite
ÖZ, A. M., & Kala, N. (2023). Explorations to Overcome Socio-Economic Barriers in Learning and Thinking: A Flipped Classroom Study. Science Insights Education Frontiers, 18(1), 2759–2783. https://doi.org/10.15354/sief.23.or391
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