Effects of the Flipped Learning Model on Primary School 4th Grade Students’ Learning of Geometry

This study analyses the effects of applying the flipped learning model on 4th grade students’ geometric thinking levels and their feelings about the course as well as their more general thoughts on the model. This experimental study involved 42 students, with 21 assigned to the experimental group and 21 to the control group. Students in the experimental group were taught geometry with the flipped learning model in line with the curriculum while the control group was taught with a more traditional approach, applying the activities included in the relevant textbook. This research was conducted over the course of 5 weeks. Quantitative and qualitative research methods were used together in the research. The quantitative data of the study were collected using the Three-Dimensional Reasoning Test and the Attitude Towards Mathematics Activities Scale, while the qualitative data were collected through semi-structured interview questions and math diaries. Significant differences were found between the students’ three-dimensional reasoning test post-scores at the end of the study, with scores being higher among students of the experimental group. Differences between the pre-test and post-test scores of the experimental group in terms of their attitudes towards mathematics activities were also significant, as were the differences for the control group. Additionally, information about students' opinions on the model was presented.