Journal of Pedagogical Sociology and Psychology
Mastery learning approach supported by flipped classroom: Does it affect academic achievement and self-regulation skills?
Esin Acar 1 * , Abdil Özler 2
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1 Aydın Adnan Menderes University, Faculty of Education, Department of Elementary Education, Türkiye
2 Ministry of National Education, Kılıçlı Primary School, Beykoz, İstanbul, Türkiye
* Corresponding Author
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ARTICLE INFO

Journal of Pedagogical Sociology and Psychology, 2024 - Volume 6 Issue 1, pp. 44-57
https://doi.org/10.33902/jpsp.202425567

Article Type: Research Article

Published Online: 08 Feb 2024

Views: 665 | Downloads: 572

ABSTRACT
This study examined the impact of flipped classroom (FC) within the framework of mastery learning approache (MLA) on academic achievement, application time, and students' self-regulation skills. To this aim, a quasi-experimental pre- and post-test design was adopted. In the experimental group, MLA was supported by FC model, whereas only the MLA was applied in the control group. In order to collect data on academic achievement and self-regulation skills, an academic achievement test for measuring perimeter and area and a self-regulating learning strategies scale were used. Data were collected for 51 4th-grade students, and a t-test was used to analyze the gathered data. Consequently, the MLA supported by the FC model significantly improved the academic achievement of the experimental control group. In addition, students' self-regulation skills were not affected by the approach. Experimental group applications were conducted in a timeframe set by the Turkish Ministry of Education, while control group applications were delayed.     
KEYWORDS
Flipped Classroom Mastery Learning Approach 4th Grade ‘Measuring Learning Area’
In-text citation: (Acar & Özler, 2024)
Reference: Acar, E., & Özler, A. (2024). Mastery learning approach supported by flipped classroom: Does it affect academic achievement and self-regulation skills?. Journal of Pedagogical Sociology and Psychology, 6(1), 44-57. https://doi.org/10.33902/jpsp.202425567
In-text citation: (1), (2), (3), etc.
Reference: Acar E, Özler A. Mastery learning approach supported by flipped classroom: Does it affect academic achievement and self-regulation skills?. Journal of Pedagogical Sociology and Psychology. 2024;6(1), 44-57. https://doi.org/10.33902/jpsp.202425567
In-text citation: (1), (2), (3), etc.
Reference: Acar E, Özler A. Mastery learning approach supported by flipped classroom: Does it affect academic achievement and self-regulation skills?. Journal of Pedagogical Sociology and Psychology. 2024;6(1):44-57. https://doi.org/10.33902/jpsp.202425567
In-text citation: (Acar and Özler, 2024)
Reference: Acar, Esin, and Abdil Özler. "Mastery learning approach supported by flipped classroom: Does it affect academic achievement and self-regulation skills?". Journal of Pedagogical Sociology and Psychology 2024 6 no. 1 (2024): 44-57. https://doi.org/10.33902/jpsp.202425567
In-text citation: (Acar and Özler, 2024)
Reference: Acar, E., and Özler, A. (2024). Mastery learning approach supported by flipped classroom: Does it affect academic achievement and self-regulation skills?. Journal of Pedagogical Sociology and Psychology, 6(1), pp. 44-57. https://doi.org/10.33902/jpsp.202425567
In-text citation: (Acar and Özler, 2024)
Reference: Acar, Esin et al. "Mastery learning approach supported by flipped classroom: Does it affect academic achievement and self-regulation skills?". Journal of Pedagogical Sociology and Psychology, vol. 6, no. 1, 2024, pp. 44-57. https://doi.org/10.33902/jpsp.202425567
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