The effects of flipped learning approach on the academic achievement and attitudes of the students (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.
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.
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.
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.
Proceedings for the 3rd International Conference on Education 2017, 2017
Students have been applied great pressure from global expectations and challenges of the 21 st century. Brunei Darussalam, with its new education system (SPN21) aims to prepare the students in facing the challenges and globalized world. This study investigated the effects of flipped classroom on students" academic performance. At the same time, this study helps to provide the students to improve on their 21 st century skills, provide a student-centered learning environment and allow students to be responsible in their own learning. This study, involving 16 Year 7 participants from an all-girls high school in Brunei, was an action research study and uses quantitative methods for data collection. Pre-test, post-test and delayed post-test were given to the students to measure their learning of mathematics in three teaching cycles involving the topicsWhole Number and Operations, Integers, and Fractions and Decimals. Analysis of the results from the pre-test, post-test and delayed post-test indicated an improvement in the overall students" performance.
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.
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.
Psychology and Education: A Multidisciplinary Journal, 2024
The flipped classroom enables teachers to accommodate the different needs of their students. With in-class activities, learning gaps and strengths can be addressed individually, allowing a more personalized approach to teaching. This research assessed the potential influence of the Flipped Classroom utilization towards the mathematics achievement in Rational Functions competencies of the Grade 11 Computer Systems Servicing and General Academic Strand students of Talisay City National High School in Talisay City Division for the school year 2023-2024. A descriptivecorrelational research design was utilized in this study using a survey questionnaire and achievement test. There were 134 respondents in the sample, and it was selected using simple random sampling from the population of the students at Talisay City National High School. The data were statistically analyzed through percentage, frequency counts, weighted mean, and Pearson-r correlational test for significant relationships. The findings revealed that the level of acceptability in terms of the pedagogical aspect of the utilization of the flipped classroom significantly influences the student's academic achievement in Mathematics. The researcher highly recommends that the Flipped Classroom Utilization Enhancement Plan be implemented and could serve as a supplementary strategy in addressing the students' varied learning needs, particularly in mathematics.
Education and Information Technologies
This study aimed at determining the effect of flipped classroom approach on mathematics achievement and interest of students. Given this, a quasi-experimental design was used, specifically non-equivalent pretest-posttest control group design. The study’s population comprised six hundred and seventy-three seniors in class one (SS 1) from Igbo-Etiti Local Government Area in Enugu State. The study’s participants were a sample of 86 learners selected from two schools purposively. Each school had two SS 1 classes, divided into experimental and control groups via balloting. Data were gathered through the instrumentality of the Mathematics Achievement Test (MAT) and Mathematics Interest Inventory (MII), which have reliability scores of 0.88 and 0.79, respectively. Prior to and following a six-week course of treatment, each group completed a pretest and posttest. SPSS, a statistical tool for social sciences, was applied to analyse the acquired data. The mean and standard deviation were util...
2018
The purpose of the study was to investigate the effectiveness of the flipped learning method in enhancing students‟ interests in mathematics. The study carried out in Mezam Division of the North West Region of Cameroon involved all Form Three students in English-speaking public secondary schools. Two research questions and two hypotheses provided focus to the study. The study adopted the pretest-posttest non-equivalent control group design. One hundred and one students drawn from a population of 5348 students and grouped into one experimental of 47 students and one control group of 54 students, constituted the sample of this study. Using the multistage sampling procedure in three stages, the sample was arrived at through a combination of simple random and purposive sampling techniques. Data was collected using a Mathematics Interest Inventory (MINTIV). The Crombach‟s alpha reliability of the MINTIV was 0.84. Treatment lasted for four weeks. Mean was used to answer the research quest...