Main Article Content
Similar to all stages of education, the use of the flipped classroom model continues to become more widespread in higher education. The aim of this study is to examine the effects of flipped classroom model on learning achievement and students’ anxiety towards their courses. The true experimental design was used in this study. The study was conducted with the participation of 61 undergraduate students taking the physics course. In the in-class component of the flipped classroom model, while the student response system was used with the experimental group, it was excluded during the study conducted on the control group students. Several data were collected from the physics achievement test, the physics anxiety questionnaire, and semi-structured interviews. The gathered data were analyzed in accordance with whether the student response system was utilized in the in-class component of the flipped classroom model. The results have shown that, in comparison to the control group students, the learning achievement of the experimental group students had increased and that their anxiety had decreased significantly. Furthermore, it has been determined that the experimental group students had a positive perception of student response system’s utilization in class. This study may provide aid for lecturers in integrating the student response system to the flipped classroom model.
Keywords: flipped classroom, student response system, learning achievement, anxiety,
Authors retain copyright to their work, licensing it under Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License and grant the journal exclusive right of first publication with the work simultaneously and it allows others to copy and redistribute the work for non-commercial purposes, with an acknowledgment of the work's authorship and initial publication in IOJET and provided that no changes were made on the article.
Ally, M. (2013). Mobile learning: From research to practice to impact education. Learning and Teaching in Higher Education: Gulf Perspectives, 10(2), 1-10.
Batchelor, J. (2015). Effects of clicker use on calculus students’ mathematics anxiety. PRIMUS, 25(5), 453-472.
Beatty, I. D., Gerace, W. J., Leonar, W. J., and Dufresne, R. J. (2006). Designing effective questions for classroom response system teaching. Am. J. Phys. 74(1), 31–39.
Bergmann, J., & Sams, A. (2014). Flipping for mastery. Educational Leadership, 71(4), 24-29.
Blasco-Arcas, L., Buil, I., Hernández-Ortega, B., & Sese, F. J. (2013). Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance. Computers & Education, 62, 102-110.
Büyüköztürk, Ş., Çakmak, E.K., Akgün, Ö.E., Karadeniz, Ş. & Demirel, F., (2008). Scientific Research Methods, Ankara: Pegem Academy (in Turkish).
Chien, Y. T., Chang, Y. H., & Chang, C. Y. (2016). Do we click in the right way? A meta-analytic review of clicker-integrated instruction. Educational Research Review, 17, 1–18.
Çoruk, H. & Çakır, R. (2017). The Effect of Multimedia Usage on Academic Achievement and Anxiety of Primary School Students. Turkish Journal of Computer and Mathematics Education, 8(1), 1-27.
Crossgrove, K., ve Curran, K. L. (2008). Using clickers in nonmajors- and majors- level biology courses: Student opinion, learning, and long-term retention of course material. Cbe-Life Sciences Education, 7 (1), 146-154.
Cubric, M., & Jefferies, A. (2015). The benefits and challenges of large-scale deployment of electronic voting systems: University student views from across different subject groups. Computers & Education, 87, 98-111.
DeBourgh, G. A. (2008). Use of classroom “clickers” to promote acquisition of advanced reasoning skills. Nurse Education in Practice, 8(2), 76-87.
Fautch, J. M. (2015). The flipped classroom for teaching organic chemistry in small classes: is it effective?. Chemistry Education Research and Practice, 16(1), 179-186.
Gilbert, A. (2005). New for back-to-school: ‘Clickers’. Retrieved June 20, 2011, from http://news.cnet.com/New-for-back-to-school-clickers/2100-1041_3-5819171.html.
Holland, L., Schwartz-Shea, P., & Yim, J. M. J. (2013). Adapting clicker technology to diversity courses: New research insights. Journal of Political Science Education, 9(3), 273-291.
Hung, H. T. (2017). Clickers in the flipped classroom: bring your own device (BYOD) to promote student learning. Interactive Learning Environments, 25(8), 983-995. Doi: 10.1080/10494820.2016.1240090
Hunsu, N. J., Adesope, O., & Bayly, D. J. (2016). A meta-analysis of the effects of audience response systems (clicker-based technologies) on cognition and affect. Computers & Education, 94, 102-119.
Hwang, G. J., Lai, C. L., & Wang, S. Y. (2015). Seamless flipped learning: A mobile technology-enhanced flipped classroom with effective learning strategies. Journal of Computers in Education, 2(4), 449-473.
Kağıtçı, B. & Kurbanoğlu, B. (2013). Developing an Anxiety Scale for Science and Technology Class: Reliability and Validity Study. Journal of Turkish Science Education,10(3), 95-107.
Karakaya, F., Avgin, S. S., Gömlek, E., & Balık, M. (2017). Examination of pre-service teachers' anxiety levels about teaching profession. International Online Journal of Education and Teaching (IOJET), 4(2). 162-172 http://iojet.org/index.php/IOJET/article/view/164/160
Lai, C. -L., & Hwang, G. -J. (2016). A self-regulated flipped classroom approach to improving students' learning performance in a mathematics course. Computers & Education, 100, 126-140. https://doi.org/10.1016/j.compedu.2016.05.006
Lucke, T., Dunn, P.K., & Christie, M., (2017). Activating learning in engineering education using ICT and the concept of ‘Flipping the classroom’. European Journal of Engineering Education, 42(1), 45-57, DOI: 10.1080/03043797.2016.1201460
Martyn, M. (2007). Clickers in the Classroom: An Active Learning Approach. Educause Quarterly, 30(2), 71–74. Retrieved 25 Dec 2017 from http://www.ualberta.ca/~tti/files/Clickers%20in%20the%20classroom.pdf
O'Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85-95.
Ogan, G.C., & Williams, C. (2015). Flipped Classroom Versus a Conventional Classroom in the Learning of Mathematics. British Journal of Education , 3(6), 71-77.
Oigara, J., ve Keengwe, J. (2013). Students‟ perceptions of clickers as an instructional tool to promote active learning. Education and Information Technologies, 18(1), 15-28. doi: 10.1007/s10639-011-9173-9
Ottens, A. J. (1991). Coping with academic anxiety (2nd ed.). New York: Rosen.
Rachman, S. (1998). Anxiety. East Sussex: Psychology Press.
Richardson, F. C., & Suinn, R. M. (1972). The mathematics anxiety rating scale: Psychometric data. Journal of counseling Psychology, 19(6), 551.
Sarawagi, N. (2013). Flipping an introductory programming course: yes you can!. Journal of Computing Sciences in Colleges, 28(6), 186-188.
Sarıtepeci, M., Durak, H. & S. Sadi Seferoğlu (2016). Examination of Teachers’ in-Service Training Needs in the Field of Instructional Technology: An Evaluation in Light of Applications Implemented at FATIH Project. Turkish Journal of Computer and Mathematics Education, 7(3), 601-620.
Seaman, G., & Gaines, N. (2013). Leveraging digital learning systems to flip classroom instruction. Journal of Modern Teacher Quarterly, 1, 25-27.
Stevens, N. T., McDermott, H., Boland, F., Pawlikowska, T., & Humphreys, H. (2017). A comparative study: do “clickers” increase student engagement in multidisciplinary clinical microbiology teaching? BMC medical education, 17(1), 70. DOI 10.1186/s12909-017-0906-3
Sun, J. C. Y. (2014). Influence of polling technologies on student engagement: An analysis of student motivation, academic performance, and brainwave data. Computers & Education, 72, 80-89.
Termos, M. H. (2013). The effects of the classroom performance system on student participation, attendance, and achievement. International Journal of Teaching and Learning in Higher Education, 25(1), 66–78.
Turner, R. C. & Lindsay, H. A. (2003). Gender differences in cognitive and non-cognitive factors related to achievement in organic chemistry. Journal of Chemical Education, 80(5), 563-568.
Yılmaz, Ö. (2017). Formative assessment and feedback in interactive classroom: Usage of mobile technology. International Journal of Social Sciences and Education Research, 3(5), 1832-1841.
Yu, Z. (2015). Indicators of satisfaction in clickers-aided EFL class. Frontiers in Psychology, 6, 587. Retrieved 17 Nov 2017 from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4421939/ doi:10.3389/fpsyg.2015.00587.
Yu, Z., & Yu, L. (2017). Correlations between learners’ initial EFL proficiency and variables of clicker-aided flipped EFL class. Education and Information Technologies, 22(4), 1587-1603. doi:10.1007/s10639-016-9510-0
Zeidner, M., & Matthews, G. (2005). Evaluation anxiety: current theory and research. In A. J. Elliot, & C. S. Dweck (Eds.), Handbook of competence and motivation (141–166). New York: Guilford Press.