The effect of a gamified flipped classroom model on reading comprehension and motivation in a primary school social studies course

Abstract

This article aims to examine the effect of the gamified flipped classroom model on students' reading comprehension ability and motivation in a primary school social studies course. The research used the pre-test-post-test control group research. The study group consisted of 32 students who were enrolled in the fourth grade. The application of the study lasted for six weeks. Due to the pandemic, the study was completed using distance education. The reading comprehension achievement test and social studies course motivation scale were used as data collection tools. The gamified flipped classroom model had a statistically significant effect on the reading comprehension skills of the experimental group, in line with the research findings. However, there was no statistically significant difference when compared to the control group. When the effects of the model on motivation were examined, it was concluded that there was no statistically significant effect.