THE EFFECT OF THE FLIPPED CLASSROOM MODEL ON THE MOTIVATION AND SELF-EFFICACY OF CHILDREN WITH SPECIAL NEEDS

Authors : Selen Uğur Mutlu, Nimet Haşıl Korkmaz, Fatma Demir Zengin, Huseyin Topçu, Ali Kamil Güngör

Pages : 355-369

Doi:10.61962/bsd.1785965

View : 51 | Download : 78

Publication Date : 2025-12-30

Article Type : Research Paper

Abstract :The aim of this study was to investigate the effects of the flipped classroom model on the motivation and self-efficacy levels of children with special needs. The study was designed using a crossover research design and included a total of 43 participants, consisting of 13 with intellectual disabilities, 14 with specific learning disabilities, and 16 with typical development. During the intervention, physical education and sports classes were delivered through traditional instruction for two months and through the flipped classroom model for another two months. Data was collected using the Personal Information Form, the Physical Education Motivation Scale, and the Self-Efficacy Scale for Children. For within-group comparisons, paired t-tests were employed, while repeated measures were analyzed using a two-way ANOVA (3x3). The findings demonstrated statistically significant differences across participants’ intrinsic motivation, extrinsic motivation, and lack of motivation subdimensions, as well as in their academic, social, emotional, and total self-efficacy scores, with results favoring the flipped classroom model. These results indicate that the flipped classroom approach is effective in enhancing both motivation and self-efficacy among individuals with intellectual disabilities and those with learning difficulties. In addition to its potential as an alternative strategy in inclusive education practices, future studies are recommended to evaluate the effectiveness of this model across different disability groups, age levels, and subject areas.
Keywords : tersine çevrilmiş sınıf, motivasyon, öz yeterlik

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