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Journals / İnönü Üniversitesi Eğitim Fakültesi Dergisi / 2018 / Cilt: 19 - Sayı: 2

Relationships Between Students’ Self-regulated Learning Skills and Academic Achievements in a Flipped EFL Classroom

Ters Yüz Edilmiş Yabancı Dil Sınıfında Öğrencilerin Öz-Düzenleyici Öğrenme Becerileri ve Akademik Başarıları Arasındaki İlişki

Mücahit ÖZTÜRK
Ünal ÇAKIROĞLU
Pages
21–35
Publication Date
2022-10-18
DOI
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The results indicate that the self-regulated learning skills goal setting, environment structuring, task strategies and self-evaluation of the students were developed in high level; time management and help seeking skills are found to be moderate in the flipped implementation.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:In recent years, Flipped classroom model (FCM), has become increasingly popular in higher education.
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Key Findings & Data:With the model students can study on the content of the course through interactive technologies at home, and practice on the tasks with student-centered activities in the F2F learning environment.
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Conclusion & Impact:The results indicate that the self-regulated learning skills goal setting, environment structuring, task strategies and self-evaluation of the students were developed in high level; time management and help seeking skills are found to be moderate in the flipped implementation.
🔬Design:Modeling & Simulation
📍Scope:Comprehensive Sample
⚙️Variables:ters yüz sınıf modeli · akademik başarı · öz-düzenleyici öğrenme

Abstract

In recent years, Flipped classroom model (FCM), has become increasingly popular in higher education. With the model students can study on the content of the course through interactive technologies at home, and practice on the tasks with student-centered activities in the F2F learning environment. The motivation for this relational study was to address the relationship between self-regulated learning skills and academic achievements that higher education students held in Flipped EFL course. The results indicate that the self-regulated learning skills goal setting, environment structuring, task strategies and self-evaluation of the students were developed in high level; time management and help seeking skills are found to be moderate in the flipped implementation. There was a strong correlation between the academic achievement and task strategies, self-evaluation sub-skills of self-regulated learning skills. Additionally, there was a moderate relationship between academic achievement and goal setting, environment structuring skills and a modest relationship between the academic achievement of the students and the time management and help seeking level were noted. The results provide implications for course designers and instructors who desire to provide a better flipped experience for higher education students.

Özet

Son yıllarda yükseköğretimde yaygınlaşmaya başlayan Ters yüz sınıf modeli (TYS), öğrencilerin evde etkileşimli teknolojiler aracılığıyla ders içeriğini öğrendikleri, yüz yüze öğrenme ortamında ise öğrenci merkezli etkinlikler ile öğrenilen bilgilerin uygulanmasını yapabilecekleri bir modeldir. Bu araştırmanın amacı TYS modeliyle tasarlanan öğrenme ortamında öğrencilerin öz-düzenleyici öğrenme berilerinin düzeyini belirleyerek akademik başarıları ile öz-düzenleyici öğrenme arasındaki ilişkiyi incelemektir. Araştırma bir devlet üniversitesinin MYO Muhasebe bölümünde öğrenim gören 24 öğrenciyle haftada 4 saat olarak işlenen Yabancı Dil dersinde yürütülmüştür. Araştırmanın sonunda TYS modeliyle tasarlanan öğrenme ortamında öğrencilerin amaç belirleme, ortam düzenleme, görev stratejileri ve öz-değerlendirmesinin yüksek düzeyde; zaman yönetimi ve yardım arama düzeyinin orta düzeyde geliştiği belirlenmiştir. Öğrencilerin akademik başarıları ile görev stratejileri, öz-değerlendirme ve öz-düzenleyici öğrenme toplam puanları arasında güçlü ilişki görülmüştür. Diğer taraftan öğrencilerin, akademik başarıları ile amaç belirleme ve ortam düzenleme arasında orta düzeyde ilişki ortaya çıkmıştır. Öğrencilerin akademik başarıları ile zaman yönetimi ve yardım arama becerileri arasında zayıf ilişki belirlenmiştir. Çalışmanın yabancıl dil derslerinde TYS modeli uygulamaları için tasarım ve uygulayıcılara öz-düzenleyici öğrenmeyi belirleme ve geliştirme yönüyle örnek olabileceği düşünülmektedir.

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Cite This Article

ÖZTÜRK, M., ÇAKIROĞLU, Ü. (2022). Relationships Between Students’ Self-regulated Learning Skills and Academic Achievements in a Flipped EFL Classroom. İnönü Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 19 - Sayı: 2, 21–35. https://ajindex.com/articles/547408

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