Flipped classroom experiences and their impact on engineering students' attitudes towards university-level mathematics (original) (raw)
Related papers
Students' experiences regarding learning mathematics within the flipped classroom model
This study explores how first year engineering students experience learning mathematics within the flipped classroom (FC) model. The research design is an exploratory case study design and ninety-nine students participated in the study. The data collection consists of students' written reflections after each FC session as well as an open-ended questionnaire at the end of the last cycle of the research. The students' reflections were analysed using document analysis. The findings suggest that students experienced positive as well as negative emotions regarding two themes: learning experiences and online instruction. Qualitative analysis of the results revealed that overall more students experienced positive emotions towards FC. From the analysis of the open-ended questionnaire, challenges reported are technology, time management, working in isolation, the new strategy, problems with the content, lack of staying focused in the FC and not enough information in the slides. The benefits from learning in the FC are self-regulated learning (SRL), positive emotions, content knowledge gained and, as a result of the SRL, increasing focus, improved time management and better computer skills.
International Journal of Online Pedagogy and Course Design, 2018
This article is aimed at exploring students' learning achievement, motivation, and receptivity towards the flipped classroom in a university engineering mathematics course with a quasi-experimental design. Moreover, the study compared a half-semester flipped classroom and a traditional classroom whereby the experimental class reverted to the traditional format after the midterm for assessing students' receptivity towards two learning environments. Four assessments, two surveys, repeated semi-structured interviews, and two sets of open-ended questions were collected. The findings revealed that student learning achievement and motivation were improved according to assessment scores by the application of the flipped classroom. However, student's receptivity towards flipping varied because of the large amount of time and effort spent on the course. Students in the experimental group also showed insignificant differences after returning to a traditional classroom. The study s...
The utility of a flipped classroom in secondary Mathematics education
Flipped classrooms serve as a new pedagogical approach for teaching and learning, which involves switching from the traditional teacher-centred academic agenda. Unlike the traditional classroom model, the flipped classroom enables students to understand the lesson better while learning at their own pace and enhancing their communication skills among peers. At the same time, lecturers are provided with an opportunity to extend the discussion time in class through a more interactive session between students. While research works regarding the success of implementing flipped classrooms have been widely undertaken in the literature, only a few of these works considered exposing such models to secondary students. Engaging secondary students in the flipped classroom and investigating its impact on students paves the way for preparing an academic environment for students' advanced courses in the future. In this work, a case study was conducted at Barstow High School (Barstow, California) to evaluate the implementation of flipped classrooms in Mathematics education from an interplay of factors such as gender, ethnicity, and students' attitude. The students showed positive usability of the model from the end-activity evaluation and further noted an improved communication channel inside the classroom, allowing them to pace their own learning.
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.
Flipped classroom as a reform‑oriented approach to teaching mathematics
ZDM - International Journal on Mathematics Education, 2020
Innovative methods can change the paradigm of teaching mathematics and inspire teachers to espouse new ideas and gain new experiences. The flipped classroom (FC) is currently an innovative pedagogical approach that has high potential to transform the teaching of mathematics. In the case study described in this paper, we investigated one mathematics teacher's transformation of teaching in two mathematics classrooms through implementing interventions based on FC methods; furthermore, we identified several key points of FC design as well as challenges and opportunities afforded by teaching mathematics in FCs. The results of the study showed that the tasks posed by the teacher, the implemented discourse, teacher feedback and scaffolding, and the teaching-learning environment were changed in FCs, although the approaches used by the teacher to analyze the tasks and students' learning were similar to those used in non-FCs, which points out the strengths of traditional teaching approaches. The study indicates that although teaching mathematics in FCs created some difficulties for teaching, well-designed FCs offered a great opportunity to promote students' mathematical thinking and understanding. Overall, the results highlight that through FC, teachers can develop students' mathematical potential with FCs.
Flipped Classroom: Success with First Year Mathematics Students
International Journal on Social and Education Sciences, 2021
In the modern era of internet and social media, teachers are pursuing new methods to integrate online resources and techniques into their curriculum and flipped classroom instruction model has been their response to this heightened digital migration. Despite this high amount of interest, few studies have evaluated the effectiveness of classroom flipping in mathematics on student academic outcomes. Specifically, no rigorous studies of the effects of flipping a mathematics course on students’ mathematical understandings, course satisfaction and student’s success appear in the literature. This study aims to understand the effectiveness of flipped classroom in first year undergraduate mathematics students at university level by measuring student’s success via (1) students’ overall course satisfaction (2) students’ pre and post-test grade and (3) student’s pass rate. Our study showed improved student’s perception of course satisfaction and improved final grades (post-test compared to pre...
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.
Mathematics Education Research Journal, 2015
Teaching secondary mathematics has a number of challenges, including the expectations that teachers cover the prescribed curriculum, help students learn difficult concepts, prepare students for future studies, and, increasingly, that they do so incorporating digital technologies. This study investigates a teacher's, and his students', perceptions of the benefits or otherwise of a flipped classroom approach in meeting these challenges, within a prescribed curriculum context. Data collection instruments included a survey designed to investigate the nature of students' engagement with the flipped approach and semistructured student and teacher interviews. Analysis of these data indicated that the teacher and students were positive about their experiences with a flipped classroom approach and that students were motivated to engage with the teacher-created online mathematics resources. The study adds to the limited research literature related to student and teacher perceptions of the affordances of the flipped classroom approach and has implications for secondary mathematics teachers who face the challenge of the twin demands of covering the prescribed curriculum and catering for a range of students' learning needs.
A Flipped Applied Mathematics Classroom: Nigerian University Students' Experience and Perceptions
2018
This study was designed to determine university students' experience and perceptions in a flipped Applied Mathematics classroom. Survey research design was employed to measure students' responses after a successful seven-week deployment of the flipped model of instruction delivery in a University in North Central Nigeria. An intact class of 32 students was used for the study, out which 21 students returned the adopted Feedback Questionnaire on Flipped Classroom Activity. Analysis of the results of the study shows a positive level of students' perception (grand mean = 2.765) and an enriched learning experience in terms of curiosity, engagement and enlightenment. Based on the findings of the study, it was recommended that teachers at all levels of mathematics education should always seek instructional approaches that are student-driven like the flipped classroom to sustain interest and improve academic performance.