Effect of Flipped Classroom Model Supported Science Teaching on Learning Responsibility and Perceived Self-Regulation Skills

Authors : Kübra Kılıç, Hasan Bakırcı, Yilmaz Kara

Pages : 125-137

Doi:10.30786/jef.1544980

View : 80 | Download : 97

Publication Date : 2025-07-31

Article Type : Research Paper

Abstract :The study aims to investigate the effect of Flipped Classroom Model (FCM) supported science teaching on sixth-grade students’ learning responsibility and perceived self-regulation skills. A mixed design was adopted to reveal the effects of FCM supported science teaching. The participants consisted of 39 students in total. The research used the Responsibility for Learning Scale (RLS) and Perceived Self-Regulation Scale (PSS) as quantitative data collection tools. An interview form was used as a qualitative data tool. Quantitative data obtained in the study were analyzed with comparative statistical tests. Qualitative data were analyzed with content analysis. Research results found that FCM-supported science teaching effectively improved sixth-grade students’ ability to take responsibility for learning and perceived self-regulation. In addition, the FCM supported science teaching increased students’ responsibilities, improved self-confidence, made knowledge permanent, and made learning fun. Thus, the FCM can be considered as a useful tool if there is a need to improve regulation and taking responsibility skills.
Keywords : Fen öğretimi, ters-yüz sınıf modeli, sorumluluk alma, öz-düzenleme becerisi

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