"Investigating the Effects of Flipped Instruction on Sixth-Grade Students’ Academic Performance, Classroom Engagement, and Achievement Motivation"

Background and Objectives: The flipped classroom approach seeks to transform the traditional classroom structure and address the limitations of conventional teaching methods. This study aims to examine the impact of the flipped classroom model on students' academic performance, classroom interaction, and motivation for achievement. Methods: This research is applied in nature, semi-experimental in design, and quantitative in terms of data. It employs a pre-test/post-test design with a control group. The sample selected through convenience sampling from one school with two classes. One class was randomly designated as the experimental group and the other as the control group. The experimental group was taught using the flipped classroom approach, while the control group received traditional instruction. Data collection involved the Classroom Interaction Scale (QTI) by Wubbels et al., the Achievement Motivation Scale (HEMS) by Harter, and a teacher-constructed academic performance test. Findings: The results indicated significant differences in academic performance, classroom interaction, and motivation for achievement between the experimental group (flipped classroom) and the control group (traditional classroom). Students in the flipped classroom exhibited higher academic performance, better interaction, and greater motivation. Conclusion: The findings highlight the effectiveness of the flipped classroom approach in enhancing students' academic performance, classroom interaction, and motivation.