Mastery learning approach supported by flipped classroom: Does it affect academic achievement and self-regulation skills?

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’