Effect of Flipped Learning Approach on Academic Achievement of students: Application of Microprocessor / Microcontroller II Course

New learning and teaching approaches have begun to emerge with the entrance of internet technology into our life. One of these approaches in the flipped learning model, the teacher shares his pre-determined digital resources with his students on a platform outside the classroom and the teaching of the related subject is carried out asynchronously outside the classroom by means of these resources; interactive, active and collaborative problem solving activities and subject enhancement studies are applied in the classroom. The purpose of this research is to determine the effect of the flipped learning approach on student success and the students' thoughts on this approach for "Microcontrollers / Microcontrollers II" course aims to increase the efficiency of applications in the learning process and to achieve more effective and lasting learning. In addition to quantitative and qualitative data, the control group which was one of the posttest trial was also used. The sample of this work consists 67 students at the second grade attending education programs in the 2016-2017 academic year at the Kocaeli University Hereke Vocational School, Electronic Technology Program. 34 students who were receiving education and attending to the classes regularly were assigned to the experimental group, 33 students were assigned to the control group. For this purpose, SCORM packages that are compatible with the Moodle learning management system for the flipped learning environment were and quizzes prepared. The achievement test was developed to measure the academic achievement of students and a focus group interview was conducted through a semi-structured interview form as a qualitative data collection tool. According to the findings, it was determined that the flipped learning environment had no significant effect on the academic achievement of the students. On the other hand, students expressed a positive opinion about the flipped learning environment and stated that they would contribute to their learning in such an environment