Evaluation of Students’ Participation in the 5E-Based Flipped Classroom Approach

Abstract

This study aims to evaluate the participation of students levels in the 5E-based flipped classroom approach. The participants of the study consist of 12 students in the 7th grade at a public school. Case study, one of the qualitative research methods, was adopted in the study. In this study, how student participation occurred at each stage of the 5E-based flipped classroom approach was evaluated based on the students' subjective experiences. The data evaluated in the study were obtained through video recordings taken during classroom lessons, student worksheets, student documents uploaded in Google Classroom, semi-structured interview questions, audio recordings, field notes of the researcher teacher, and observation forms. Observation forms were created by the researcher to analyze in-class and out-of-class processes. Observation forms were prepared in line with the principles specified in the stages of the 5E-based classroom approach, which is the basis of the study. In the analysis of the data, deductive-inductive qualitative content analysis was used. In the coding process, a preliminary coding list was created using elements of both deductive and inductive approaches, and deductive categories were employed based on the 5E-based flipped classroom approach, which serves as the theoretical background of the study. According to the results of this study, it has been observed that in the use of the 5E-based flipped classroom approach, students' participation in out-of-class processes prepares students for in-class processes, and thus students actively participate in in-class processes. This study provides a framework for teachers to develop effective teaching strategies in terms of increasing student participation in in-class and out-of-class processes using the 5E-based flipped classroom approach. It also offers suggestions regarding the 5E-based flipped classroom approach to ensure student participation in mathematics lessons and emphasizes the importance of student participation in the learning process.