Effects of flipped instruction on the performance and attitude of high school students in mathematics - European Journal of STEM Education, Vol 1, Issue 2 (original) (raw)
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European Journal of STEM Education, 2016
This study aimed to determine the effects of flipped instruction on the performance and attitude of high school students in Mathematics. The study made use of the true experimental design, specifically the pretest-posttest control group design. There were two instruments used to gather data, the pretest-posttest which was subjected to validity and reliability tests and the Modified Fennema-Sherman Attitudes Scale. It was found out that the experimental and control groups were comparable in the pretest and posttest. Comparison on their gain scores revealed significant difference with performance of the experimental group higher than the control group. There was no significant difference on the level of attitude of the participants in the experimental group before and after the study in terms of confidence in learning mathematics, attitude toward success in mathematics, mathematics anxiety and perception of teacher's attitudes. A very weak positive relationship existed between performance and attitudes toward mathematics.
MATHEMATICS PERFORMANCE AND ANXIETY OF JUNIOR HIGH SCHOOL STUDENTS IN A FLIPPED CLASSROOM
The conventional schoolroom scenario portrays the teaching-learning processes orchestrating in the four walls of the classroom. Flipped Classroom tries to do away with the traditional mode of lecture to a more dynamic classroom experience of the students where presentation of the contents are done outside the classroom utilizing instructional videos. This study determined the effectiveness of the Flipped Classroom in the mathematics performance and anxiety of the Grade 7 students of Central Mindanao University Laboratory High School. Specifically, it aimed to answer the questions on the mathematics performance of the students when exposed to Flipped Classroom and to Non-Flipped Classroom before and after the experimentation and few days after the experimentation; on the mathematics anxiety of the students when exposed to Flipped Classroom and to Non-Flipped Classroom before and after the experimentation; on the difference in mathematics performance of the students when exposed to Flipped Classroom and to Non-Flipped Classroom after and few days after the experimentation as either significant or not; and lastly, on the difference in the mathematics anxiety of the students when exposed to Flipped Learning and to Non-Flipped Classroom as either significant or not. Results revealed that the mathematics performance of both groups recorded great improvements after the implementation. The mathematics performance of the students exposed to Flipped Classroom became significantly comparable with the mathematics performance of the students exposed to Non-Flipped Classroom in the retention test. On mathematics anxiety, the students are on moderate level in both groups before and after the implementation. Moreover, the mathematics anxiety of the students exposed to Flipped Classroom is lower after the implementation and it is even significantly lesser than the anxiety of the students exposed to Non-Flipped Classroom.
Flipped classroom model in high school mathematics
Bartın Üniversitesi Eğitim Fakültesi Dergisi, 2020
The aim of this study was to examine the effect of the flipped classroom model on 10th grade students' mathematics achievement and mathematical attitudes. The research has as a pre test post test quasi-experimental design with a control group. The participants consisted of 67 tenth grade students in two groups as control (n=33) and experiment (n=34). A non-interventional, regular mathematics instruction (technology integrated face to face classroom model) currenlty being implemented by state schools was applied in the control group. Flipped classoom model was used in the experimental group. The data were collected by using the "Mathematics Achievement Test" and the "Attitudes towards Mathematics Instrument". In the analysis of the data, a repeated samples t-test and independent samples t-test were used. The critical value was taken as .05 for all statistical tests. The findings of the study revealed that the experimental group students in flipped classroom model had statistically significantly higher scores on both mathematics achievement and mathematical attitudes than the control group students. Based on the findings of the current study, it was suggested that, flipped classroom model can be used in high school mathematics courses.
The effects of flipped learning approach on the academic achievement and attitudes of the students
The purpose of this research is to examine the effects of activities based on 'Flipped Learning' approach on students' academic achievement and attitudes toward mathematics in mathematics lessons. A mixed method approach is used in this study. Quantitative data were collected through the academic achievement test developed by the researchers and the Mathematical Attitude Scale developed by Inan (2014). The qualitative data were obtained from the semi-structured interview form and the learning logs of the mathematics lessons that the students kept during the activities. In the analysis of quantitative data of the study, Statistical Package of Social Science programme was used to calculate and analyse arithmetic mean, standard deviation and t-test. In the analysis of qualitative data, content analysis was used. It is found that 'Flipped Learning' approach positively affect students' academic achievement and attitudes toward mathematics in mathematics lessons.
The Impact of the Flipped Classroom on Mathematics Concept Learning in High School
The present study aimed to examine the effectiveness of the flipped classroom learning environment on learner's learning achievement and motivation, as well as to investigate the effects of flipped classrooms on learners with different achievement levels in learning mathematics concepts. The learning achievement and motivation were measured by the Mathematics Achievement Test (MAT) and Course Interest Survey (CIS), respectively. A pretest posttest quasi-experimental design was employed for this study. A total of 82 high-school students participated in this study, divided into experimental and control groups. The experimental group (41) was taught trigonometry using the flipped classroom method, while the control group (41) was taught by traditional teaching methods. The researchers employed independent sample t-test, analysis of covariance (ANCOVA), and multivariate analysis of variance (MANOVA) to analyze the data obtained. Findings indicated a significant difference in the learning achievement and motivation between the two groups, with students using the flipped classroom performing better. Further analysis showed a significant difference in the performance of low achievers in the experimental and control groups.
Effectiveness of Flipped Classroom in General Mathematics
2018
Flipped Classroom is an instructional strategy that acquired students to gain necessary knowledge before class. This study determined the use of flipped classroom in teaching General Mathematics to Grade 11 students of Senior High School. The pre-test and post-test questionnaires were administered to the respondents under the supervision of the assigned researcher for easy access and ready to answer concerns of the given questions. This quantitative research study used the pre-experimental design. The data were collected, tallied, analyze and summarize using the t-test statistics. The following conclusions were hereby presented: pre-test and post-test scores has significant difference which means the improvement is observable in using flipped classroom style in General Mathematics academic performance of students. Students are very satisfied with the use of flipped classroom, however, traditional way like lecture was more favorable by them in learning General Mathematics subject.
Prospective Teachers' Coping with Mathematical Algorithms in a Flipped Class Setting
Education and New Developments 2020, 2020
The implementation of the flipped-class learning method has been increasing during the last several years in the education system. The underlying idea of the flipped-class method is that learning materials that students can study and manage by themselves are handed to their responsibility. This allows teachers to focus the classroom meetings on educational activities such as discussions on difficulties the students tackled during their independent learning, and to adjust the teaching to students' personal needs. As a result, students develop self-regulated learning skills and deepen their knowledge of the subject matter. The aim of the current research was to explore the effects of flipped-class learning on changes in prospective teachers' perceived sense of mathematical self-efficacy as a result of their independent coping with mathematical patterns and algorithms as part of a one-semester course. Successes and failures in performing mathematical tasks affect learners' perceived mathematical self-efficacy, which refers to the individuals' perception of their ability to cope successfully with mathematical tasks. Once in two weeks, a lesson about mathematical patterns of various types (e.g., arithmetic series) or mathematical algorithms (for example, Euclid's algorithm) was uploaded to the course site. The prospective teachers were asked to read the learning materials, pose relevant mathematical problems and answer them. The face-to-face class meetings were dedicated to discussing students' difficulties, implementation of the learned materials through engaging the problems that were posed by the students and providing personalized assistance to students that encountered difficulties during their self-learning. The prospective teachers who attended the course were in their third year (out of four) of studies towards B.Ed. degree and were specializing in teaching elementary school mathematics. As it was their first experience in learning in this format, we were interested in exploring emotional aspects of their engagement with the course contents, and their sense of self-efficacy. The research tools included transcriptions of class discussions and prospective teachers' reflective journals in which they documented their experience and reflected upon their feelings and the insights they gained as a result of experiencing learning mathematical contents in a flipped class setting. Using content analysis methods, we looked for evidence of the impact of flipped class learning on the prospective teachers' perceived mathematical self-efficacy.
The basic aim of this study is to determine the influence of Flipped learning on attitudes of students towards technology in the 8th grade math lesson. The workgroup of this study is consisted of the 8th grade students of Mithatpasa Secondary School that is in the centre of Giresun. Two of the 5 eighth grade classes were included in the study. One of the classes that has 32 students is determined as the experimental group and the other class that has 30 students is determined as the control group. In the study, in the forming of the both experimental and control groups, ‘random sampling method’ that is one of the probability based sampling methods was used. The findings were collected by using both qualitative and quantitative data collection tools. Before-after application in the quantitative size, to determine the attitudes of students towards technology ‘The Turkey version of students’ attitudes scale towards technology (PATT-TR)’ that has 24 items and that was developed by Yurdagul and Askar was applied to the experimental and control groups. During the application, videos that are appropriate for the lesson content were prepared for the experimental group which was determined as flipped classroom and these videos were uploaded to ‘Education information Network’ by the teacher. Afterwards, the students were divided into groups of 5-6 according to the subjects the teacher taught in the class. In the groups, the students solved tests individually or in groups, they asked questions and they formed discussion groups. In the control group, the teacher taught the lesson in line with the current programme, completed the learning process with homework and tests. Finally, at the end of the qualitative practice, qualitative data were collected by using semi-structured interview form and using document analysis developed by Koç (2016). In the analysis, t-test, content and descriptive analyzing methods were used. In line with the data that were obtained from the analysis, recommendations were presented. Keywords: Learning, flipped classroom, flipped learning, technology.
The Journal of Social Sciences Research, 2019
The flipped classroom model has become more popular and one of the focus of many researchers and teachers in the recent years. The aim of current study is to explore the effect of flipped classroom model on students' achievements in the new SAT 2016 mathematics skills (Heart of Algebra, Problem solving and data analysis, and Passport to Advanced Math) for the eleventh grade Emirati female students in Al Ain, United Arab Emirates. Specifically, this study aims at determining whether there was a statistically significant difference in student achievements in the new SAT mathematics skills between two groups of grade 11 students. Thus, pretest/posttest quasi-experimental design was applied. The experimental group was taught by flipped classroom model, and the control group was taught by traditional instruction methods. The results revealed that there is a statistically significant difference between the pretest and posttest of the experimental group over the control group the new SAT mathematics skills. Furthermore, the findings suggest that teachers who teach mathematics standardized test skills like SAT can use flipped classroom model to enhance students' readiness and to improve their thinking skills to simulate the 21st-century skills.