The Effect of Flipped Learning Model on Middle School Students’ Classroom Engagement in Teaching Mathematics

The aim of this study is to investigate the effect of the flipped learning model on middle school students' classroom engagement in teaching mathematics. A total of 36 eighth grade students, 18 in control group and 18 in experimental group, participated in the study, in which the quasi-experimental design was used. Classroom Engagement Inventory was used as a data collection tool. An experimental study was carried out for 6 weeks except for pilot application. The videos which are suitable for the lesson acquisition obtained from the Okulistik learning platform have been uploaded to the Edpuzzle platform and made interactive. In the analysis of the data, a descriptive statistical technique as well as normality analyzes, independent samples t-Test, Mann-Whitney U and Wilcoxon Signed Rank tests were performed. As a result of the application, the experimental group was significantly higher than the control group in terms of effective, behavioral (compliance/effortful classroom participation), cognitive engagement, and disengagement. There was a significant difference between pre-test and post-test scores of all sub-dimensions of the classroom engagement inventory of the experimental group but no significant difference except behavioral (compliance) dimension of the control group. As a result, it was determined that the use of the flipped learning model in mathematics teaching had positive effects on classroom engagement. It has been suggested that the model should be investigated in different teaching stages