Akademik Veri Yönetim Sistemi
Journal of Nursology, cilt.25, sa.4, ss.245-253, 2022 (Hakemli Dergi)
Objective: This study aimed to determine the effect of the flipped classroom with interactive
videos on the teaching of biostatistics knowledge.
Methods: In this mixed-method research, quasi-experimental study was conducted with
128 nursing students between October and December 2020 in the first stage (intervention=66,
control=62). And then, individual interviews were held with 12 students between January and
February 2021 in the phenomenological qualitative research carried out in the second stage. In the
quasi-experimental study, the knowledge levels of the students were evaluated. Semi-structured
questions were used in in-depth interviews. Data was analysed using Statistical Package for
Social Sciences version 24.0 and Nvivo program. Independent sample t-test and paired sample
t-test were used.
Results: After the flipped classroom with interactive videos, knowledge score of the intervention
group was found to be statistically significantly higher than that in the control group (P < .001).
The post-tests were found to be significantly higher than the pre-test in both groups. However,
the effect size in the intervention group is higher than that in the control group. In the phenomenological part of the study, 5 main themes were generated: contribution to learning, the learning environment, the advantage of the flipped classroom model, disadvantage of this model, and
feedback for educators.
Conclusion: The flipped classroom practice increased the knowledge level of the students. It has
been determined that this application has contributed to the learning of the students and the
learning environment and has many advantages. In the future, it is recommended to evaluate the
effects of the flipped classroom practice in other lessons and to evaluate the effects by adding
different education methods to this method.