The Effect of Flipped Classroom Model on Students' Achievement in the New 2016 Scholastic Assessment Test Mathematics Skills (original) (raw)
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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.
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.
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.
The Effect of Flipped Classroom Model on Mathematical Ability: A Meta Analysis Study
Jurnal Pendidikan Progresif
The Effect Of Flipped Classroom Model on Mathematical Ability: A Meta Analysis Study. Objective: This study aims to determine the effect of the flipped classroom model on mathematical ability. Methods: The study design was a meta-analysis by analyzing 70 effect sizes from 44 primary studies that met the inclusion criteria. Findings: The combined effect size was (d = 0.73; p < 0.01). Measure the effect based on education level (Qb = 21.04; p < 0.05), use of LMS (Qb = 5.91; p < 0.05), sample size (Qb = 9.83). ; p < 0.05), year of study (Qb = 34.85; p < 0.05), type of publication (Qb = 7.08; p < 0.05), trial period (Qb = 46.60; p < 0.05), and region (Qb = 49.59; p < 0.05). Conclusion: The flipped classroom model has an effect on mathematical ability. The effect of the flipped classroom model compared to traditional teaching on math skills differs according to the educational level group, use of LMS, sample size, year of study, type of publication, time of experiment, and region.
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.
Implementation of Flipped Classroom in a propaedeutic course of mathematical skill in high school
Apertura, 2018
A descriptive study with quantitative scope was carried out where the objective was to verify the effectiveness of the Flipped Classroom method as a techno pedagogical strategy to improve the performance in mathematical ability in students aspiring to enter high school. The design of this research was quasi experimental in which 101 students participated in two groups (comparison and intervention). A test was applied to both groups on Mathematical Skill before and after the Flipped Classroom intervention. The course was made for two weeks with a total duration of 24 hours and 75 minutes. After examining the results using descriptive and parametric analyzes, it was found that there were no significant differences.
International Journal of Instruction
Many studies have been conducted on the differences in the effectiveness of the flipped classroom model compared to traditional learning models on mathematics learning achievement. However, the results of previous studies have inconsistent results. Therefore, this study aims to test the effectiveness of the flipped classroom model on mathematics learning achievement when compared to traditional learning models. For this purpose, the study design used was a contrast group metaanalysis. The studies analyzed were 20 independent studies from 13 main studies published in Scopus-indexed journals. Data analysis using JASP software version 0.16.4. The results of the analysis showed that the combined effect size using random effect estimation was (Cohen'd = 0.494; p < 0.001). This effect size belongs to the medium effect category. These results prove that students' mathematics learning achievement using the flipped classroom model is more effective than the traditional learning model. The results of this study suggest that the difference in size from the previous study became clear after the meta-analysis, namely the moderate effect category. These results are also expected to be the basis for policymaking in improving the quality of mathematics learning.
Journal of Education and Practice, 2024
The purpose of the study is to investigate how the "flipped" classroom impacts Primary 3 Mathematics students' learning and achievement. Methodology: In this study, mathematics instruction in Primary 3 was recontextualised using the Flipped Classroom methodology. Using pre-and post-test methodology, a quasi-experimental research design was used with 81 lower essential school students from two private primary schools. Data collection utilised three designed instruments: the Mathematics Achievement Test (MAT), Traditional Flipped Classroom Instructional Guide (TFCIG), and Control Group Instructional Guide (CGIG). The test-retest reliability of MAT was established at 0.75. The study explored the potential benefits of the flipped classroom model in improving pupils' mathematics achievement and interest within the three primary classes. Two hypotheses were formulated and analysed using descriptive statistics for demographics and Analysis of Covariance (ANCOVA) at a 0.05 significance level. Findings: The findings shed light on the success of using a flipped model to recontextualise math classes at the Primary 3 level in Mathematics in Ilorin South Local Government Area of Kwara State, Nigeria. The findings indicate a significant positive effect of traditional flipped classroom instructional strategy on pupils' academic achievement in Mathematics. However, there was no significant interaction effect between treatment and gender. The conclusion is that the traditional flipped classroom instructional strategy improves pupils' academic achievement, irrespective of gender. This study found a statistically significant effect size for the flipped classroom instructional strategy. Unique Contributions to theory, policy and practice: This research contribution is twofold. Firstly, the study advances our understanding of the advantages, difficulties, and prospective improvements of flipped learning in Mathematics classes in Primary schools. Secondly, this study helps teachers understand how to integrate the flipped classroom within the learning and teaching system. The study recommends that school teachers or educators undergo training to implement traditional flipped classroom instructional strategies in math classes effectively.