THE EFFECTS OF CLICKER-AIDED FLIPPED CLASSROOM MODEL ON LEARNING ACHIEVEMENT, PHYSICS ANXIETY AND STUDENTS’ PERCEPTIONS

Abstract

Similar to all stages of education, the use of the flipped classroom model continues tobecome more widespread in higher education. This paper aimed to provide insights from apre-test and post-test experimental design-based exploration of the effects of clicker-aidedflipped classroom model on learning achievement, Physics anxiety and students’ perceptions.The study was conducted with the participation of 61 undergraduate students taking thePhysics course. In the in-class component of the flipped classroom model, while the studentresponse system was used with the experimental group, it was excluded during the studyconducted on the control group students. The data were collected through Physicsachievement test, Physics anxiety questionnaire, and semi-structured interviews, and requiredstatistical analyses were performed: for quantitative data analysis, SPSS was applied whereasfor qualitative data analysis, content analysis was performed. The gathered data wereanalyzed in accordance with whether the student response system was utilized in the in-classcomponent of the flipped classroom model. The results showed that, in comparison to thecontrol group students, the learning achievement of the experimental group students hadincreased and that their anxiety had decreased significantly. Furthermore, it was determinedthat the experimental group students had a positive perceptions of student response system’sutilization in class. This study may provide aid for lecturers in integrating the studentresponse system to the flipped classroom model.