Browsing by Author "Yeldos N."

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    IMPROVING HIGH SCHOOL STUDENTS UNDERSTANDING OF PHYSICS CONCEPTS THROUGH FLIPPED CLASSROOM
    (SDU University, 2026) Yeldos N.
    This study explores the flipped classroom approach that transforms traditional teaching by teaching learning content using technology outside the classroom. The attendance time is used for interactive, student-centered activities such as discussions and problem solving. The aim of the study is to investigate the effects of a modified flipped classroom model on students' conceptual understanding and motivation. Physics is often considered a difficult subject for secondary school students and is often associated with low conceptual understanding and limited participation in traditional frontal teaching. The flipped classroom model, which holds face-to-face lessons outside the classroom and uses classroom time for active learning, has proven to be a promising alternative for overcoming these challenges. This study investigated the impact of the flipped classroom approach on the conceptual understanding of physics in eighth grade. A quasi-experimental design was used with 41 students divided into an experimental group (flipped classroom) and a control group (traditional teaching). Both groups completed tests with 30 multiplechoice questions to capture conceptual understanding before and after the flipped classroom. In addition, a questionnaire was used to measure the motivation and commitment of the students. The results showed that although both groups improved, the experimental group achieved significantly higher test results in the post-test compared to the control group. A one-factor analysis of variance (ANOVA) revealed a statistically significant difference between the groups (p < 0.05). The experimental group also reported a higher level of commitment, motivation and self-confidence in learning physical concepts. These results suggest that the flipped classroom approach is an effective method for improving students' conceptual understanding and engagement in the subject of physics. By combining pre-lesson preparation with active, student-centered learning during the lesson, this model offers a viable alternative to traditional teaching methods.