The Effect of the Flipped Classroom Model and the Argumentation-Based Learning Model on Students' Academic Achievement and Attitudes toward the Social Studies Course
Year: 2026
Type: article
Abstract: 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.
Authors: Yavuz Selim Seçgin, Suat Polat
Institution: Ağrı İbrahim Çeçen University
Language: English
Topic: Innovative Teaching Methods
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7161938092