The effect of flipped learning on student attitudes towards physics course

Abstract

The purpose of this research is to determine the attitudes of university students who took the Physics II course with flipped learning towards physics course. Participants of the study were 98 second grade university students in an education faculty of a state university in Turkey. An experimental design with pre-test and post-test was used in the study. As the data collection tool, attitude scale towards physics course was applied to students both before the application process and after the application process. Cronbach alpha values were calculated as .89 for pre-test and .91 for post-test. According to the findings, it was found that participants’ mean scores of the attitude scale in both control and experimental group were close before the application process. As a result of the research, it was determined that the Physics Lesson Attitude Scale scores of the experimental group students were significantly higher than the control group students. This result shows that the flipped learning model enables students to develop a positive attitude towards physics lessons. As a conclusion, it was suggested the flipped learning activities should be used in different courses.