Designing A Self-Regulated Flipped Learning Approach to Promote Students' Science Learning Performance

Abstract

Flipped learning, a well-established method in science education, sees its impact further amplified when coupled with the active control of self-regulated learners over their learning and metacognitive processes. In this study, a self-regulated flipped learning approach was designed and tested with the intention of enhancing the science learning performance of middle school students. A quasi-experimental design was employed involving middle school students from a science course in Turkey, with the aim to examine the impacts of the approach on students' academic achievements, attitudes, self-regulation levels, and motivations. The experimental group consisted of 29 students (14 male, 15 female) in the self-regulated flipped class, while the control group comprised 30 students (13 male, 17 female) who received traditional flipped learning instruction. In total, 59 eighth-grade students participated in the four-week study. Data were collected through achievement tests, attitude scales, self-regulated learning scales, and motivation scales. The results reveal that the experimental group outperformed the control group in terms of academic achievement, attitudes, self-regulated learning, and motivation. These findings can provide valuable insights and practical implications for educators and researchers in the fields of educational technology and science education.