1Institute of Sciences, Balikesir University, Balıkesir, Türkiye
2Department of Computer Education & Instructional Technology, Balikesir University, Balıkesir, Türkiye
American Journal of Educational Research.
2022,
Vol. 10 No. 9, 560-570
DOI: 10.12691/education-10-9-8
Copyright © 2022 Science and Education PublishingCite this paper: Süleyman Ök, Mustafa Tuncay Sarıtaş. Investigation of Academic Achievement and Self-Regulation of Students in Flipped Classroom.
American Journal of Educational Research. 2022; 10(9):560-570. doi: 10.12691/education-10-9-8.
Correspondence to: Mustafa Tuncay Sarıtaş, Department of Computer Education & Instructional Technology, Balikesir University, Balıkesir, Türkiye. Email:
tsaritas@balikesir.edu.trAbstract
This study aims to seek the effect of flipped classroom method on students’ academic achievement in computer programming lessons and to find out the correlation between flipped classroom method and variables affecting self-regulatory learning skills (i.e., self-efficacy, anxiety, satisfaction, interactive learning environments, usability, and self-regulation). A pre-test and post-test control group quasi-experimental design was used in this study. Participants are 252 vocational college students registered to the electronics and communication technology department at a state university in Balıkesir, Türkiye. Computer programming achievement test and self-regulation scale which was developed by [1] and adapted to Turkish by the researcher were used as data collection tools. The findings of the study revealed that flipped classroom group has outperformed the traditional classroom in terms of academic achievement. Additionally, significant and positive correlations were found between academic achievement and variables affecting self-regulation for flipped classroom method while there is a significant and negative correlation between academic achievement and anxiety.
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