Effects of Teaching a Learning Psychology Course in Different Ways on the Students’ Success and Attitudes

Authors

DOI:

https://doi.org/10.7160/eriesj.2020.130302

Keywords:

Flipped learning model, learning psychology course, student attitude, student-centered education, student success

Abstract

The aim of this study is to determine the effect of teaching a learning psychology course in different ways on students’ academic success and attitudes towards the course. The experimental research method was used in this research. The participants were students in the second year of a psychological counseling and guidance program in a state university in Turkey. The data were collected by Learning Psychology Course Achievement Test and student letters. ANOVA, Kruskal Wallis and Wilcoxon Signed Rows test were used in the analysis. Student letters were analyzed through content analysis. In first group, the lecturer taught the class interactively each week with the presentations prepared by the researchers. In the second group, no lectures were made in this group. At the beginning of the lesson each week, students were given the outputs of the presentations and the lesson was carried out with two activities each week. In the third group, the flipped learning model was applied in this group. As a result of the study, it was concluded that the standard deviation was smaller in the group in which the flipped learning model was applied compared to the other two groups.

References

Alsancak Sirakaya, D. (2015) The effect of flipped classroom model on academic achievement, self-directed learning readiness and motivation. Unpublished PhD thesis, Ankara: Gazi University.

Arısoy, B. (2011). The effects of STAD and TGT techniques of cooperative learning on sixth grade students? academic achievement, retention and social skill levels in ?istatistic and probability? subject in mathematics lesson. Unpublished master thesis, Adana: Cukurova University.

Asıksoy, G. and Sorakın, Y. (2018) ‘The Effects of Clicker-Aided Flipped Classroom Model on Learning Achievement, Physics Anxiety and Students’ Perceptions’, International Online Journal of Education and Teaching, Vol. 5, No. 2, pp. 334-346.

Baepler, P., Walker, J. D. and Driessen, M. (2014) ‘It’s Not About Seat Time: Blending, Flipping, and Efficiency in Active Learning Classrooms’, Computers & Education, Vol. 78, pp. 227–236. https://doi.org/10.1016/j.compedu.2014.06.006

Baltacı, A. (2018) ‘A Conceptual Review of Sampling Methods and Sample Size Problems in Qualitative Research’, Journal of Bitlis Eren University Institute of Social Sciences, Vol. 7, No. 1, pp. 231-274.

Benson, P. (2012) ‘Learner-centered teaching’, in A. Burns and J.C. Richards (ed.) The Cambridge Guide to Pedagogy and Practice in Second Language Teaching, Cambridge, UK: Cambridge University Press, pp. 30-37.

Bergmann, J. and Sams, A. (2012) Flip Your Classroom: Reach Every Student in Every Class Every Day, Washington, DC: Internal Society for Technology in Education.

Bishop, J. L. and Verleger, M. A. (2013) ‘The Flipped Classroom: A Survey of the Research’, 120th ASEE Annual Conference and Exposition, Atlanta, GA.

Butt, A. (2014) ‘Student Views on the Use of a Flipped Classroom Approach: Evidence From Australia’, Business Education and Accreditation, Vol. 6, No. 1, pp. 33-43.

Buyukalan Filiz, S., Celik, S. and Toraman, C. (2018) ‘Developing inclass question asking techniques scale (ICQATS)’, The Journal of Turkish Educational Sciences, Vol. 16, No. 2, pp. 197-212.

Buyukozturk, Ş., Kilic Çakmak, E., Akgun, O. E., Karadeniz, S. and Demirel, F. (2013) Bilimsel Araştırma Yöntemleri. 15th ed. Ankara: Pegem Akademi.

Chen, S., She, J., Kameda, H. and Ohno, S. (2015) ‘Implementation and Evaluation of Flipped Classroom in Chinese Language Course’, Proceedings of the Multidisciplinary Academic Conference, pp. 1-8.

Cho, B. and Lee, J. (2018) ‘A meta analysis on effects of flipped learning in Korea’, Journal of Digital Convergence, Vol. 16, No. 3, pp. 59-73. https://doi.org/10.14400/JDC.2018.16.3.059

Clark, K. (2015) ‘The Effects of the Flipped Model of Instruction on Student Engagement and Performance in the Secondary Mathematics Classroom’, The Journal of Educators Online, Vol. 12, No. 1, pp. 1-115. https://doi.org/10.9743/JEO.2015.1.5

Daley, B. J. (2003) ‘A Case for Learner-Centered Teaching and Learning’, New Directions for Adult and Continuing Education, Vol. 98, pp. 23–30. https://doi.org/10.1002/ace.96

Danisman, Ş., Hasırcı Eriş, H.M., Kırcaburun, K., Boyacı, Z., Sahin, Ş., Okmen, B. and Kilic, A. (2017) ‘Investigation of Flipped Learning Approach According to Expert Opinions’, Journal of Education and Practice, Vol. 8, No. 26, pp. 81-90.

Demir, E., Saatcioğlu, Ö. and İmrol, F. (2016) ‘Examination of Educational Researches Published in International Journals in Terms of Normality Assumptions’, Curr Res Educ, Vol. 2, No. 3, pp. 130-148.

Di Bitonto P., Corriero N., Pesare E., Rossano V. and Roselli T. (2014) ‘Training and Learning in e-Health Using the Gamification Approach: The Trainer Interaction’ in Stephanidis C. and Antona M. (eds) Universal Access in Human-Computer Interaction: Aging and Assistive Environment, Springer, Cham. https://doi.org/10.1007/978-3-319-07446-7_22

Donovan, J. D. and Lee, S. Y. (2015) ‘How We Flipped: Student and Instructor Reflections of a Flipped-Class Model in a Sensory Evaluation Laboratory Course’, NACTA Journal, Vol. 59, No. 4, pp. 335-342.

Fraenkel, J. R., Wallen, N. E. and Hyun, H. H. (2019) How to Design and Evaluate Research in Education. New York: McGraw Hill Education.

Green, T. (2015) ‘Flipped Classrooms: An Agenda for Innovative Marketing Education in The Digital Era’, Marketing Education Review, Vol. 25, No. 3, pp. 179–191. https://doi.org/10.1080/10528008.2015.1044851

Gross, B., Marinari, M., Hoffman, M., DeSimone, K. and Burke, P. (2015) ‘Flipped @ SBU: Student Satisfaction and the College Classroom’, Educational Research Quarterly, Vol. 39, No. 2, pp. 36-52.

Frydenberg, M. (2012) ‘Flipping Excel’, Proceedings of the Information Systems Educators Conference, New Orleans.

Ha, Y. L. (2013) ‘Who’s the teacher? Who’s the learner? Professional growth and development of a novice teacher in Hong Kong’, Childhood Education, Vol. 90, No. 1, pp. 43–53. https://doi.org/10.1080/00094056.2014.872514

Hains, B. J. and Smith, B. (2012). ‘Student-centered course design: Empowering students to become self-directed learners’, Journal of Experiential Education, Vol. 35, No. 2, pp. 357-374. https://doi.org/10.1177/105382591203500206

Harvey, S. (2014) ‘The “flipped” latin classroom: A case study’, Classical World, Vol. 108, No. 1, pp. 117–127. https://doi.org/10.1353/clw.2014.0060

Herold, M. J., Lynch, T. D., Ramnath, R. and Ramanathan, J. (2012) ‘Student and Instructor Experiences in the Inverted Classroom’, Frontiers in Education Conference (FIE), 1-6.

Heyborne, W. H. and Perrett, J. J. (2016) ‘To Flip or Not to Flip? Analysis of a Flipped Classroom Pedagogy in a General Biology Course’, Journal of College Science Teaching, Vol. 45, No. 4, pp. 31-37. https://doi.org/10.2505/4/jcst16_045_04_31

Kaplan, B. (2006) The Effect of Homework to Success of Students and Learning Concepts in Unit of Electricity Which Directs Our Life Style. Unpublished master thesis, Istanbul: Marmara University.

Kilic, A., Aydın, M., Okmen, B. and Sahin, Ş. (2019) Kuramdan Uygulamaya İhtiyaç Belirleme. Ankara: Pegem Akademi.

Kilic, A. and Sahin, Ş. (2016) ‘The Effects of Religious Culture and Moral Knowledge Course Organized with Student-Centered Approach on Students’ Academic Achievement and Attitudes’, Journal of Theory and Practice in Education, Vol. 12, No. 1, pp. 41-62.

Kubat, U. (2018) ‘If There is Question, There is Learning Too’, Electronic Journal Of Social Sciences’, Vol. 17, No. 68, pp. 1585-1598. https://doi.org/10.17755/esosder.396548

Lazonder, A. W. and Harmsen, R. (2016) ‘Meta-analysis of Inquiry-Based Learning: Effects of Guidance’, Review Of Educational Research, Vol. 86, No. 3, pp. 681-718. https://doi.org/10.3102/0034654315627366

Leedy, P. D. and Ormrod, J. E. (2005) Practical Research. NJ: Pearson Education International.

Maden, S., Durukan, E. and Akbas, E. (2011) ‘Primary School Teachers’ Perceptions of Student Centered Teaching’, Mustafa Kemal University Journal of Social Sciences Institute, Vol. 8, No. 16, pp. 255-269.

Mason, G., Shuman, T. R. and Cook, K. E. (2013). ‘Inverting (Flipping) Classrooms Advantages and Challenges’, 120th ASEE Annual Conference ve Exhibition, Atlanta.

McCallum, S., Schultz, J., Sellke, K. and Spartz, J. (2015) ‘An Examination of the Flipped Classroom Approach on College Student Academic Involvement’, International Journal of Teaching and Learning in Higher Education, Vol. 27, No. 1, pp. 42-55.

Miles, M. B. and Huberman, A. M. (1994) Qualitative Data Analysis: An Expanded Sourcebook. 2nd edn. Thousand Oaks: Sage Publications.

Nam, C.W. and Zellner, R.D. (2011) ‘The Relative Effects of Positive Interdependence and Group Processing on Student Achievement and Attitude in Online Cooperative Learning’, Computers & Education, Vol. 56, No. 3, pp. 680–688. https://doi.org/10.1016/j.compedu.2010.10.010

Nemtchinova, E. (2007) ‘Using technology with young English language learners’in Gordon, T., Fromberg, D. P. and Williams L. R. (eds) Teaching Young Children a Second Language, Connecticut: Praeger.

Neuendorf, K. A. and Kumar, A. (2002) ‘Content Analysis’, The International Encyclopedia of Political Communication, pp. 221-230. https://doi.org/10.1002/9781118541555.wbiepc065

Ojennus, D. D. (2016) ‘Assessment of Learning Gains in a Flipped Biochemistry Classroom’, Biochemistry and Molecular Biology Education, Vol. 44, No. 1, pp. 20–27. https://doi.org/10.1002/bmb.20926

Okmen, B. (2020) Developing the instructional process in layered flipped learning model. Unpublished PhD thesis, Duzce: Duzce University Institue of Social Sciences.

Rodriguez-Valls, F. and Ponce, G. (2013) ‘Classroom, the we space: Developing studentcentered practices for second language learner (sll) students’, Education Policy Analysis Archives, Vol. 21, No. 55, pp. 1-22. https://doi.org/10.14507/epaa.v21n55.2013

Sahin, Ş. (2020). Compassionate love, democracy and student centered education perceptions of students, teachers and school principals. Unpublished PhD thesis, Duzce: Duzce University Institue of Social Sciences.

Salinas, M. F., Kane-Johnson, S. E. and Vasil-Miller, M. A. (2008) ‘Long-term Learning, Achievement Tests, and Learner Centered Instruction’, Journal of the Scholarship of Teaching and Learning, Vol. 8, No. 3, pp. 20–28.

Sams, A. and Bergmann, J. (2013) ‘Flip Your Students' Learning’, Educational Leadership, Vol. 70, No. 6, pp. 16-20.

Sarıgöz, O. (2011) ‘Assessment of the Thoughts of Secondary Education Students about Homeworks Given in Chemistry Lesson’, Electronic Journal of Vocational Colleges, Vol. 1, No. 1, pp. 80-87.

Scott, J., Buchanan, J. and Haigh, N. (1997) ‘Reflections on Student-Centered Learning in a Large Class Setting’, British Journal of Educational Technology, Vol. 28, No. 1, pp. 19-30. https://doi.org/10.1111/1467-8535.00003

Senemoğlu, N. (2011) Kuramdan Uygulamaya Gelişim Öğrenme ve Öğretim, Ankara: Pegem Akademi Yayıncılık.

Shy-Jong, J. (2007) ‘A Study of Students Construction of Science Knowledge: Talk and Writing in a Collobrative Group’, Educational Research, Vol. 49, No. 1, pp. 65-81. https://doi.org/10.1080/00131880701200781

Sirakaya, D. A. (2017) ‘Student Views on Gamified Flipped Classroom Model’, Ondokuz Mayis University Journal of Faculty of Education, Vol. 36, No. 1, pp. 114-132. https://doi.org/10.7822/omuefd.327393

Smart, K. L. and Csapo, N. (2007) ‘Learning by Doing: Engaging Students Through Learner-Centered Activities’, Busines Communication Quarterly, Vol. 70, No. 1, pp. 451-457. https://doi.org/10.1177/10805699070700040302

Stone, B. B. (2012) ‘Flip Your Classroom to Increase Active Learning and Student Engagement’, 28th Annual Conference on Distance Teaching & Learning, Wisconsin: The Board of Regents of the University of Wisconsin System.

Su, C. H. and Cheng, C. H. (2015) ‘A Mobile Gamification Learning System for Improving the Learning Motivation and Achievements’, Journal of Computer Assisted Learning, Vol. 31, No. 3, pp. 268-286. https://doi.org/10.1111/jcal.12088

Talbert, R. (2012) ‘Inverted Classroom’, Colleagues, Vol. 9, No. 1, pp. 1-3.

Tawfik, A. A. and Lilly, C. (2015) ‘Using a Flipped Classroom Approach to Support Problem Based Learning’, Tech Know Learn, Vol. 20, pp. 299-315.

Thoms, C. L. (2012) ‘Enhancing the Blended Learning Curriculum by Using the Flipped Classroom Approach to Produce a Dynamic Learning Environment’, Iceri2012 Proceedings, pp. 2150-2157.

Tucker, B. (2012) ‘The Flipped Classroom: Online Instruction at Home Frees Class Time for Learning’, Education Next, Vol. 12, No. 1, pp. 82.

Turan, Z. and Goktas, Y. (2015) ‘A New Approach in Higher Education: The Students’ Views on Flipped Classroom Method’. Journal of Higher Education and Science, Vol. 5, No. 2, pp. 156-164. http://dx.doi.org/10.5961/jhes.2015.118

Vernon, D.T. and Blake, R.L. (1993) ‘Does Problem-Based Learning Work? A Meta-Analysis of Evaluative Research’, Academic Medicine, Vol. 68, No. 7, pp. 550-563. http://dx.doi.org/10.1097/00001888-199307000-00015

Yıldırım, İ. and Demir, S. (2016) ‘Students’ Views about Gamification Based Curriculum for the Lesson of Teaching Principles and Methods’, International Journal of Curriculum and Instructional Studies, Vol. 6, No. 11, pp. 85-101.

Additional Files

Published

2020-09-30

How to Cite

Şahin, Şeyma, Ökmen, B. and Kılıç, A. (2020) ’Effects of Teaching a Learning Psychology Course in Different Ways on the Students’ Success and Attitudes’, Journal on Efficiency and Responsibility in Education and Science, vol. 13, no. 3, pp. 113-129 https://doi.org/10.7160/eriesj.2020.130302.

Issue

Section

Research Paper