Ters yüz sınıf yönteminin 6. sınıf öğrencilerinin dinlediğini anlama becerisine etkisi

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dc.contributor.authorÇalıcı, Mehmet Ali
dc.contributor.authorAytan, Talat
dc.date.accessioned2026-02-28T12:25:47Z
dc.date.available2026-02-28T12:25:47Z
dc.date.issued2022
dc.departmentBayburt Üniversitesi
dc.description.abstractIn this study, the effect of flipped classroom methodology on the listening comprehension skills of 6th grade students were analyzed. Pre-test and post-test control group model was used in the research. The study group consisted of 28 6th graders of a middle school in Marmara region. Within the scope of the study, an 8-week application was performed as two lesson hours in a week. The listening education was designed according to the flipped classroom methodology and the control group was given listening education according to the instructions in the teacher's guide book. The determined texts were dubbed by the researcher and made a video by using appropriate music and visuals. The data of the study were collected by using Narrative Text Achievement Test, Poetic Text Achievement Test and Informative Text Achievement Test. The data of the research were analyzed by using statistical program. As a result of the study, it was found that the listening achievement of both experimental group and control group was high, but this increase in the experimental group was higher than the control group and the difference was statistically significant in favor of the experimental group.
dc.description.abstractIn this study, the effect of flipped classroom methodology on the listening comprehension skills of 6th grade students were analyzed. Pre-test and post-test control group model was used in the research. The data of the research were collected in 2018 and the required permissions were obtained for the research. The study group consisted of 28 6th graders of a middle school in Marmara region. Within the scope of the study, an 8-week application was performed as two lesson hours in a week. The listening education was designed according to the flipped classroom methodology and the control group was given listening education according to the instructions in the teacher's guide book. The data of the study were collected by using Narrative Text Achievement Test, Poetic Text Achievement Test and Informative Text Achievement Test. The data of the research were analyzed by using statistical program. As a result of the study, it was found that the listening achievement of both experimental group and control group was high, but this increase in the experimental group was higher than the control group and the difference was statistically significant in favor of the experimental group.
dc.identifier.doi10.35675/befdergi.1063611
dc.identifier.endpage1262
dc.identifier.issn1307-1076
dc.identifier.issn2687-3281
dc.identifier.issue36
dc.identifier.startpage1232
dc.identifier.urihttps://doi.org/10.35675/befdergi.1063611
dc.identifier.urihttps://hdl.handle.net/20.500.12403/6611
dc.identifier.volume17
dc.language.isoen
dc.publisherBayburt University
dc.relation.ispartofBayburt Eğitim Fakültesi Dergisi
dc.relation.ispartofBayburt Eğitim Fakültesi Dergisi
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_DergiPark_20260218
dc.subjectOther Fields of Education
dc.subjectAlan Eğitimleri
dc.titleTers yüz sınıf yönteminin 6. sınıf öğrencilerinin dinlediğini anlama becerisine etkisi
dc.title.alternativeEffect of Flipped Classroom Methodology on Listening Comprehension Skills of 6th Grade Students
dc.typeArticle

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