The purpose of this study is to examine the effects of the online flipped classroom model on 8th-grade students’ achievement, retention of learning, and attitudes toward mathematics, specifically in the topic of triangles. An explanatory sequential mixed-methods design was employed. In the quantitative phase, a quasi-experimental pretest–posttest control group design was used with 63 students (33 control, 30 experimental). In the qualitative phase, students in the experimental group shared their opinions about the online flipped classroom model. Both groups received instruction through online distance education: the experimental group via the online flipped classroom model and the control group via the traditional online method. Findings indicated that achievement significantly increased from pretest to posttest in both groups but declined at retention. The experimental group achieved significantly higher posttest and retention scores than the control group. Regarding attitudes, no significant difference was observed in the control group, whereas the experimental group’s attitudes improved significantly. Posttest attitudes also favored the experimental group. Qualitative results revealed that students generally expressed positive views about the model. In conclusion, the online flipped classroom model enhanced achievement and attitudes and is recommended for integration into online education.
Ozdag et al. (2026) studied this question.