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THE EFFECT OF FLIPPED CLASSROOM PRACTICES ON STUDENTS’ ACADEMIC ACHIEVEMENT AND RESPONSIBILITY LEVELS IN SOCIAL STUDIES COURSE

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dc.contributor.authorBURSA, SERCAN
dc.contributor.authorÇENGELCİ KÖSE, TUBA
dc.contributor.orcid0000-0001-6976-3581
dc.contributor.orcid0000-0002-9193-4313
dc.date.accessioned2025-11-13T09:43:02Z
dc.date.issued2020-10-01
dc.identifier.doihttps://doi.org/10.17718/tojde.803390
dc.identifier.endpage159
dc.identifier.issn1302-6488
dc.identifier.openalexW3089621796
dc.identifier.startpage143
dc.identifier.urihttps://hdl.handle.net/11421/1977
dc.identifier.urihttps://doi.org/10.17718/tojde.803390
dc.language.isoen
dc.relation.ispartofTurkish Online Journal of Distance Education
dc.rightsopenAccess
dc.subjectAcademic achievement
dc.subjectPsychology
dc.subjectMathematics education
dc.subjectFlipped classroom
dc.subjectSocial responsibility
dc.subjectTest (biology)
dc.subjectSocioeconomic status
dc.subjectScale (ratio)
dc.subjectPedagogy
dc.subjectSociology
dc.subjectPolitical science
dc.subjectPopulation
dc.subject.sdg4
dc.titleTHE EFFECT OF FLIPPED CLASSROOM PRACTICES ON STUDENTS’ ACADEMIC ACHIEVEMENT AND RESPONSIBILITY LEVELS IN SOCIAL STUDIES COURSE
dc.typeArticle
dspace.entity.typePublication
local.authorid.openalexA5043434295
local.authorid.openalexA5074061787

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