International Association of Educators   |  ISSN: 2834-7919   |  e-ISSN: 1554-5210
International Journal of Progressive Education
International Association of Educators

Original article | International Journal of Progressive Education 2024, Vol. 20(1) 13-30

The Effect of 5E-FCM Practices on Achievement, Motivation, and Autonomous Learning and Students' Opinions

Filiz Tuba Dikkartın Övez & Mihrap Baygeldi

pp. 13 - 30   |  DOI: https://doi.org/10.29329/ijpe.2024.646.2   |  Manu. Number: MANU-2308-30-0002

Published online: February 05, 2024  |   Number of Views: 99  |  Number of Download: 418

Save PDF

Abstract

This study aimed to determine the effect of 5E-Based Flipped Classroom Model (5E-FCM) applications on students' achievement, motivation, and autonomous learning in teaching 6th-grade multiplication with fractions and to determine students' opinions about the applications. The study was based on the embedded design, which is one of the mixed method designs. The study group consisted of 60 sixth-grade students using the convenience sampling method, one of the non-random sampling methods. As data collection tools, the Achievement Test, Motivation Scale, Autonomous Learning Scale, and semi-structured interview form were used. The data obtained were evaluated using t-tests for related and unrelated samples, and descriptive statistics for frequency, percentage, and mean values. As a result of the 5E-FCM teaching applications carried out in the study, it was determined that the post-test achievement mean scores and autonomous learning mean scores were significant in favor of the experimental group; the motivation levels of the experimental group students towards the course after the application were at a high level and increased significantly. Content analysis of students' opinions on 5E-FCM applications revealed that students expressed positive opinions that they had their own learning opportunities in the process and reinforced the subject.

Keywords: 5E-FCM, achievement, autonomous learning, motivation, mathematics teaching

How to Cite this Article?

APA 6th edition
Ovez, F.T.D. & Baygeldi, M. (2024). The Effect of 5E-FCM Practices on Achievement, Motivation, and Autonomous Learning and Students' Opinions . International Journal of Progressive Education, 20(1), 13-30. doi: 10.29329/ijpe.2024.646.2

Harvard
Ovez, F. and Baygeldi, M. (2024). The Effect of 5E-FCM Practices on Achievement, Motivation, and Autonomous Learning and Students' Opinions . International Journal of Progressive Education, 20(1), pp. 13-30.

Chicago 16th edition
Ovez, Filiz Tuba Dikkartin and Mihrap Baygeldi (2024). "The Effect of 5E-FCM Practices on Achievement, Motivation, and Autonomous Learning and Students' Opinions ". International Journal of Progressive Education 20 (1):13-30. doi:10.29329/ijpe.2024.646.2.
References
  1. Alkaya Karagöl, E. (2020). The effects of Flipped Classroom Model on academic achievement, academic motivation and cognitive absorption. [Unpublished Master’s thesis], Sakarya University, Turkey. [Google Scholar]
  2. Alper, A., & Öztürk, S. (2019). The effect of flipped learning method on the students’ academic achievement, computer attitudes and self-directed learning skills in programming language teaching. Science, Education, Art and Technology Journal (SEAT Journal), 3(1), 13-26. [Google Scholar]
  3. Alsancak Sırakaya, D. (2015). The effect of flipped classroom model on academic achievement, self - directed learning readiness and motivation. [Unpublished Master’s thesis], Gazi University, Turkey. [Google Scholar]
  4. Alsancak Sırakaya, D. (2017). Student views on gamified flipped classroom model. Ondokuz Mayis University Journal of Education Faculty, 36(1), 114- 132. [Google Scholar]
  5. Arslan, S., & Yurdakul, C. (2015). Turkish adaptation and validation of autonomous learning scal. Journal of International Social Research, 8(39), 565-569. [Google Scholar]
  6. Arslan, U. (2021). Investigation of the effect the flipped classroom model on middle school students' academic achievement and self-regulation skills in mathematics course. [Unpublished Master’s thesis], Çukurova University, Turkey. [Google Scholar]
  7. Artsın, M., Koçdar, S., & Bozkurt, A. (2020). Examination of Self-Regulated Learning Skills of Learners in the Context of Massive Open Online Courses. Anadolu Journal of Educational Sciences International, 10(1), 1-30. [Google Scholar]
  8. Aşıksoy, G., & Ozdamli, F. (2017). The flipped classroom approach based on the 5E learning cycle model-5ELFA. Croatian Journal of Education: Hrvatski časopis za odgoj i obrazovanje, 19(4), 1131-1166. [Google Scholar]
  9. Aydın, B. & Demirer, V. (2017). A comprehensıve analysıs of the studies conducted in the framework of flipped classroom model. Educational Technology Theory and Practice, 7(1), 57-82. [Google Scholar]
  10. Aziz, S. K. (2021). Effect of flipped learning model on learning biology subjects: Mitochondria and chloroplast example. [Unpublished Master’s thesis], Hacettepe University, Turkey. [Google Scholar]
  11. Bergmann, J., & Sams, A. (2009). Remixing chemistry class: Two Colorado teachers make vodcasts of their lectures to free up class time for hands-on activities. Learning & Leading with Technology, 36(4), 22-27. [Google Scholar]
  12. Bergmann, J., & Sams, A. (2012), Flip your classroom: Reach every student in every class every day. Washington: International Society for Technology in Education. [Google Scholar]
  13. Bishop, J., & Verleger, M. A. (2013, Haziran). The flipped classroom: A survey of the research. In 2013 ASEE Annual Conference & Exposition, 23-1200. Atlanta, Georgia, United States. [Google Scholar]
  14. Bolat, Y. (2016). The flipped classes and educatıon ınformatıon network (EIN). Journal of Human Sciences, 13(2), 3373-3388. [Google Scholar]
  15. Brame, C. J. (2013). Flipping the classroom. http://cft.vanderbilt.edu/guides-sub-pages/flippingthe-classroom/. [Google Scholar]
  16. Burelle-McGivney, J., & Xue, F. (2013). Flipping calculus. PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies, 23(5), 477-486. [Google Scholar]
  17. Bursa, S. (2019). The effect of flipped classroom practices on students' academic achievement and responsibility levels in social studies course. [Unpublished doctoral dissertation], Anatolian University, Turkey. [Google Scholar]
  18. Büyüköztürk, Ş. (2020). manual of data analysis for social sciences (21nd ed). Ankara: Pegem Academy Publication. [Google Scholar]
  19. Campos-Mesa, M. C., Castañeda-Vázquez, C., DelCastillo-Andrés, Ó., & González-Campos, G. (2022). Augmented Reality and the Flipped Classroom—A Comparative Analysis of University Student Motivation in Semi-Presence-Based Education Due to COVID-19: A Pilot Study. Sustainability, 14(4), 1-9. [Google Scholar]
  20. Castle, K. (2008). The meaning of autonomy in early childhood teacher education. Journal of Early Childhood Teacher Education, 25(1), 3-10. [Google Scholar]
  21. Clark, K. R. (2015). The effects of the flipped model of instruction on student engagement and performance in the secondary mathematics classroom. Journal of Educators Online, 12(1), 91-115.  [Google Scholar]
  22. Creswell, J. W., & Plano Clark, V. L. (2007). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage. [Google Scholar]
  23. Cunningham, U. (2017). Flipping the language classroom. New Zealand Language Teacher, The, 43, 41-50. [Google Scholar]
  24. Çay, T. (2020). The effect of flipped classroom on English preparatory students' autonomous perceptions and attitudes towards learning grammar.  [Unpublished Master’s thesis], Mersin University, Turkey. [Google Scholar]
  25. Çukurbaşı, B. (2016). Examine the effect of the problem based learning activities supported via flipped classroom and lego-logo practices on the high school students’ success and their motivation. [Unpublished doctoral dissertation], Sakarya University, Turkey. [Google Scholar]
  26. Darıyemez, T. (2020). The effects of teaching speaking skills through flipped classroom on EFL students' autonomy, willingness to communicate and speaking anxiety. [Unpublished Master’s thesis], Atatürk University, Turkey. [Google Scholar]
  27. Dinçer, N. (2020). The effects of flipped learning model on EFL students' grammar proficiency and learner autonomy. [Unpublished doctoral dissertation], Bahçeşehir University, Turkey. [Google Scholar]
  28. Duman, İ. (2019). The effect of flipped classroom model incorporating activity-based learning on students’ academic achievement and learning motivation. [Unpublished Master’s thesis], Sakarya University, Turkey. [Google Scholar]
  29. Gao, L.X. & Zhang, L. J. (2020). Teacher Learning in Difficult Times: Examining Foreign Language Teachers‟ Cognitions About Online Teaching to Tide Over COVID-19. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.549653 [Google Scholar] [Crossref] 
  30. Girgin, P., & Cabaroğlu, N. (2021). Web 2.0 Supported Flipped Learning Model: EFL Students’ Perceptions and Motivation. Cukurova University Faculty of Education Journal, 50(2), 858-876. [Google Scholar]
  31. Gökdaş, I., & Gürsoy, S. (2018). The effect of flipped classroom model on academic achievement and motivation in  maths lesson at primary schools. Mediterranean Journal of Educational Research, 12(26), 159-174. [Google Scholar]
  32. Göksel, S., & Adıgüzel, A. (2022). The Investigation of the Relationship Between Learner Autonomy and Attitudes Towards e-Learning of Preparatory Class Students. Asya Studies-Academic Social Studies, 6(20), 9-22. [Google Scholar]
  33. Han, Y. J. (2015). Successfully flipping the ESL classroom for learner autonomy. NYS Tesol journal, 2(1), 98-109. [Google Scholar]
  34. Hayirsever, F., & Orhan, A. (2018). A theoretical analysis of flipped learning. Journal of Mersin University Faculty of Education, 14(2), 572-596. [Google Scholar]
  35. Horton, W. K. (2000). Designing web-based training: How to teach anyone anything anywhere anytime (1). New York, NY: Wiley. [Google Scholar]
  36. 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. [Google Scholar]
  37. ISTE (2016). Iste standards for students. https://www.iste.org/standards/forstudents [Google Scholar]
  38. Jensen, J. L., Kummer, T. A., & Godoy, P. D. D. M. (2015). Improvements from a flipped classroom may simply be the fruits of active learning. CBE-Life Sciences Education, 14, 1–12. [Google Scholar]
  39. Kalafat, H. Z. (2019). Ters yüz sınıf modeli ile tasarlanan matematik dersinin 7. Sınıf öğrencilerinin Akademik başarısı üzerine etkisinin incelenmesi. [Unpublished doctoral dissertation], Marmara University, Turkey. [Google Scholar]
  40. Kara, C. O. (2016). Flipped Classroom. Tıp Eğitimi Dünyası, 15(45), 12-26. [Google Scholar]
  41. Karadeniz, Ş., Büyüköztürk, Ş., Akgün, Ö., Çakmak, E., & Demirel, F. (2008). The Turkish Adaptation Study of Motivated Strategies For Learning Questionnaire (MSLQ) For 12-18 Year Old Children: Results of Confirmatory Factor Analysis. The Turkish Online Journal of Educational Technology, 7(4), 108-117. [Google Scholar]
  42. Koh, J. H. L. (2019). Four pedagogical dimensions for understanding flipped classroom practices in higher education: A systematic review. Educational Sciences: Theory & Practice, 19(4), 14-33. [Google Scholar]
  43. Kömeç, F. (2018). Efl students' perceptions of the flipped classroom in terms of learner autonomy, language skills, technological attitudes and motivation at secondary level. [Unpublished Master’s thesis], Karabük University, Turkey. [Google Scholar]
  44. Karataş, K. (2013). To predict prospective teachers’ self-directed learning readiness to in terms of critical thinking dispositions, general self-efficacy and academic achievement. [Unpublished Master’s thesis], Ege University, Turkey. [Google Scholar]
  45. Kılıç, S. (2014). Effect size. Journal of Mood Disorders, 4(1), 44-6. [Google Scholar]
  46. Lai, K. H., & Foon, H. K. (2019). To assess a gamified 5E flipped learning platform’s effectiveness in promoting student learning and achievement in physics: A design-based research. In Shaping the Future of Education, Communication and Technology (pp. 91-106). Springer, Singapore. [Google Scholar]
  47. Lo, C. K. (2017). Toward a Flipped Classroom Instructional Model for History education: A Call for Research. International Journal of Culture and History, 3(1), 36-43. [Google Scholar]
  48. Love, B., Hodge, A., Grandgenett, N., & Swift, A. W. (2014). Student learning and perceptions in a flipped linear algebra course. International Journal of Mathematical Education in Science and Technology, 45(3), 317–324. [Google Scholar]
  49. Macaskill, A., & Taylor, E. (2010). The development of a brief measure of learner autonomy in university students. Studies in Higher Education, 35(3), 351- 359. [Google Scholar]
  50. McCollum, B. M., Fleming, C. L., Plotnikoff, K. M., & Skagen, D. N. (2017). Relationships in the flipped classroom. Canadian Journal for the Scholarship of Teaching and Learning, 8, 1 - 21. [Google Scholar]
  51. Ministry of National Education [MoNE], (2018). Mathematics lesson curriculum (primary and secondary school 3, 4, 5, 6, 7 and 8th grades). Ankara. [Google Scholar]
  52. Osguthorpe, R. T., & Graham, C. R. (2003). Blended Learning Environments Definitions and Directions. The Quarterly Review of Distance Education, 4(3), 227-233. [Google Scholar]
  53. Özbay, Ö., & Sarıca, R. (2019). Trends of studies conducted for the flipped classroom: a systematic literature review. Ahi Evran University Journal of Social Sciences Institute, 5(2), 332-348. [Google Scholar]
  54. Özsoy, S., & Özsoy, G. (2013). Effect size reporting in educational research. Elementary Education Online, 12(2), 334-346. [Google Scholar]
  55. Öztürk, N. (2013). The effect of activities based on 5E learning model in the unit titled light and sound at the sixth grade science and technology lesson on learning outcomes. [Unpublished doctoral dissertation], Gazi University, Turkey. [Google Scholar]
  56. Öztürk, S. (2016). The effect of flip learning method on the students' academic achievement, computer attitudes and self-directed learning skills in programming language teaching. [Unpublished Master’s thesis], Ankara University, Turkey. [Google Scholar]
  57. Pintrich, P.R., Smith, D.A.F., Garcia, T. & McKeachie, W.J. (1991). A Manual for the use of the motivated strategies for learning. Michigan: School of Education Building, The University of Michigan. [Google Scholar]
  58. Sağlam, D. (2016). The effect of flipped classroom model on the academic achievements and attitudes of students in english language teaching. [Unpublished Master’s thesis], Bülent Ecevit University, Turkey. [Google Scholar]
  59. Schallert, S., Lavicza, Z., & Vandervieren, E. (2022). Merging flipped classroom approaches with the 5E inquiry model: a design heuristic. International Journal of Mathematical Education in Science and Technology, 53(6), 1528-1545. [Google Scholar]
  60. Serçemeli, M. (2016). A New Approach to Accounting Education: Inversed Classes.  The Journal of Accounting and Finance, (69), 115-126. [Google Scholar]
  61. Shehata, M. G. M. (2019). Using flipped learning for enhancing faculty of education English majors' reflective teaching skills and learning autonomy. Journal of Research in Curriculum Instruction and Educational Technology, 4(4), 37-80. [Google Scholar]
  62. Sullivan, G. M., & Feinn, R. (2012). Using effect size—or why the P value is not enough. Journal of graduate medical education, 4(3), 279-282. [Google Scholar]
  63. Şahin, A., Cavlazoğlu, B., & Zeytuncu, Y. E. (2015). Flipping a college calculus course: A casy study. Educational Technology & Society, 18(3), 142-152. [Google Scholar]
  64. Tabachnick, B.G., & Fidell, L.S. (2013). Using multivariate statistics (6nd ed.). Pearson. [Google Scholar]
  65. Taşçi, R. (2021). The effect of flipped classroom practice supported by eba on 6th grade secondary school students' concep tual understanding levels and self-learning skills of density. [Unpublished Master’s thesis], Recep Tayyip Erdoğan University, Turkey. [Google Scholar]
  66. Tucker, B. (2012). The flipped classroom. Education Next, 12(1), 82–83. [Google Scholar]
  67. Umar, M., & Ko, I. (2022). E-learning: Direct effect of student learning effectiveness and engagement through project-based learning, team cohesion, and flipped learning during the COVID-19 pandemic. Sustainability, 14(3), 1-20. [Google Scholar]
  68. Ünsal, H. (2012). The effect of blended learning on motivation and success. The Journal of Turkish Educational Sciences, 10(1), 1-27. [Google Scholar]
  69. Westermann, E. B. (2014). A half-flipped classroom or an alternative approach?: Primary sources and blended learning. Educational research quarterly, 38(2), 43-57. [Google Scholar]
  70. Wei, X., Cheng, IL., Chen, NS., Yang, X., Liu, Y., Dong, Y., Zhal, X., & Kinshuk (2020). Effect of the flipped classroom on the mathematics performance of middle school students. Education Tech Research Development, 68(3), 1461-1484. [Google Scholar]
  71. Yıldırım, A., & Şimşek, H. (2018). Qualitative research methods in the social sciences. Ankara: Seçkin Publishing Company. [Google Scholar]
  72. Yılmaz, R. (2017). Exploring the role of e-learning readiness on student satisfaction and motivation in flipped classroom. Computers in Human Behavior, 70, 251-260. [Google Scholar]
  73. Yorgancı, S. (2020). A flipped learning approach to improving students’ learning performance in mathematics courses. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 14(1), 348-371. [Google Scholar]
  74. Zengin, Y. (2017). Investigating the use of the Khan Academy and mathematics Software with a flipped classroom approach in mathematics teaching. Educational Technology & Society, 20(2), 89-100. [Google Scholar]
Download
Metric
History
Related

Volume 20 Issue 1

February 2024

All Articles

International Journal of Progressive Education

International Association of Educators.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Public License.
Privacy policy     |     Terms of Use     |     Use of Cookies
Creative Commons Lisansı
© 2012 - 2024 - THDSoft e-Journal Management System.