Project-Based Learning and Flipped Classroom Model Supported Project-Based Learning’s Impact on Academic Success, Retention, and Individual Innovation Competence

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Project based learning, Flipped classroom, Academic achievement, Innovation, Science education


The aim of this study is to investigate the effects of Project Based Learning (PBL) and Flipped Classroom Model (FCM) supported PBL on sixth grade students’ academic achievement, retention of knowledge and individual innovation competence. A quasi-experimental design with pre test-post test control group was used in the study. While PBL method was applied to the first experimental group, FCM-supported PBL was applied to the second group. In the control group, teaching was carried out according to the science curriculum. The study was conducted with 80 sixth grade students from three classes during the 2021–2022 school year at a public middle school in Muğla, a province in Turkey. Matter and Heat Achievement Test (MHAT) and Individual Innovation Competence Scale (IICS) were used as pre and post-test measurements. The results revealed that the students who participated in the PBL group and FCM-supported PBL achieved significantly higher post-test scores than those in the control group, indicating increased academic achievement. However, no significant difference was found between the groups in terms of individual innovation competence. It was also observed that the PBL group had significantly higher retention scores than the control group. Investigating the long-term effects of these instructional approaches across different subjects and grade levels would be beneficial.

Author Biography

Osman Mutlu, PhD Candidate

Muğla Sıtkı Koçman University, Institute of Educational Sciences, Department of Mathematics and Scieence Education


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How to Cite

Aydın, G., & Mutlu, O. (2023). Project-Based Learning and Flipped Classroom Model Supported Project-Based Learning’s Impact on Academic Success, Retention, and Individual Innovation Competence. International Journal of Contemporary Educational Research, 10(4), 823–833.