An Investigation of the Flipped Learning Model Regarding 11th Grade Students’ Academic Achievement and SelfEfficacy in English Lessons

Authors : Tuğba Erkan, Betül Altay Öztürk

Pages : 75-90

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Publication Date : 2025-12-30

Article Type : Research Paper

Abstract :The purpose of this study was to investigate the effect of the Flipped Learning approach on students\\\' academic achievement and self-efficacy beliefs in English courses. The study was modeled using a quasi-experimental design with a pre-test post-test control group, a quantitative research method. The study group consisted of 11th-grade students attending a high school in the Kuşadası District of Aydın. The research was conducted over 8 weeks (32 course hours) with a total of 42 students, covering two units: “Future Jobs” and “Hobbies and Interests.” The data collection instruments included the “English Achievement Test,” developed by the researcher, and the “Self-Efficacy Scale for English,” developed by Hancı Yanar and Bümen (2012). Data obtained from the study were analyzed using a statistical software package. Frequency and percentage analyses were conducted to determine the distribution of participants. To examine the research sub-problems, the data distribution was assessed using the Shapiro-Wilk test. As the data were normally distributed, an independent samples t-test was used to determine the difference between the experimental and control groups. A dependent samples t-test was used to identify differences between pre-test and post-test scores within each group. In line with the findings, no significant difference was found between the academic achievement mean scores of the groups. Regarding the experimental group\\\'s English self-efficacy beliefs, no significant differences were observed in the post-test scores for the reading, writing, listening, and speaking sub-dimensions.
Keywords : Akademik Başarı, Ters Yüz Öğrenme, Öz-yeterlik, İngilizce Öğretimi

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