The Effect of Flipped Classroom on the Academic Achievement and Attitude of Higher Education Students

Abstract

This study aims to search the effect of flipped classroom on students’ learning a new grammar structure and their
attitudes towards the English course. The study was carried out for 6 weeks with 56 students studying in five
different preparatory classes at a black sea region university’s foreign languages school in the fall term of 2015-2016
academic year. The design of the study was ‘non-equivalent control group design’ which is one of
quasi-experimental designs. Data were gathered with help of an achievement test and an attitude scale. Flipped
classroom model was applied in the experimental group while traditional instruction was applied in the control group.
At the end of the study, it was concluded that flipped classroom had medium effect on students’ academic
achievements and attitudes comparing to traditional instruction.