The Effect of the Flipped Classroom Model and the Argumentation-Based Learning Model on Students' Academic Achievement and Attitudes toward the Social Studies Course

The aim of this study is to examine the effects of the Flipped Classroom Model and the Argumentation-Based Learning Model on sixth-grade students’ academic achievement and attitudes toward the Social Studies course. The study was conducted in the spring semester of the 2023–2024 academic year with 111 students: 31 in the Argumentation-Based Learning Group (ABLG), 28 in the Flipped Classroom Group (FCG), and two control groups receiving Ministry of National Education curriculum-based instruction, Control Group 1 (CG1) and Control Group 2 (CG2), each consisting of 26 students. The implementation lasted eight weeks, including a one-week orientation period and a seven-week intervention. A quantitative research approach was employed using the Solomon Four-Group experimental design. Normality was examined through skewness and kurtosis values. Between-group comparisons were analyzed using independent-samples t-tests, and the findings were interpreted together with effect-size estimates.