EFFECTIVENESS OF FLIPPED CLASSROOM MODEL IN MATHEMATICS EDUCATION
EFFECTIVENESS OF FLIPPED CLASSROOM MODEL IN MATHEMATICS EDUCATION
BY
ADENEKAN GBENGA IBUKUN
MATRIC NO: UI/AB/2120035
A PROJECT RESEARCH SUBMITTED TO THE DEPARTMENT OF MATHEMATICS, UNIVERSITY OF IBADAN, IBADAN NIGERIA.
IN PARTIAL FULFILLMENT FOR THE AWARD OF BACHELOR DEGREE IN MATHEMATICS EDUCATION.
PROJECT SUPERVISOR
MRS. O.V GBENGA-ADEAGA
HOD: MATHEMATICS
SEPTEMBER, 2025.
CERTIFICATION
This is to Certify that this research is written by ADENEKAN GBENGA IBUKUN with MATRICULATION NO: UI/AB/2120035 from department of mathematics, Federal College Of Education Abeokuta. Centre for undergraduate Programme (CUDEP) in affiliation with University of Ibadan, Ibadan Nigeria.
................................................. .....................................
Mrs O.V Gbenga-Adeaga DATE
Supervisor and HOD
DEDICATION
This is dedicated to God Almighty for shining light in my part, His unwavering, unquantifiable love and support throughout my stay in school. Also, to my beloved parent, I express my heartfelt gratitude for their unrelenting support given to me from womb up to the present day. I cherish your love and I sincerely appreciate your care.
APPRECIATION
To God Almighty, Omnipotent, Omnipresent, The Alpha and Omiga of my life, I say thank you, Lord. If it were not for You, I would not be where I am today. All the glory belongs to You alone. To my parent and family, thank you for your support and care. Also, to the people of God, both home and abroad, THE TEACHING EVANGELICAL CHURCH INT'L and DEEPER LIFE CHRISTIAN MINISTRY, I appreciate your concern for my spiritual welfare. Thank you, may God bless you richly. May God remember your labour of love and faith and reward you in due season.
To my beloved pastor, the late Pastor James Oladipupo Ariyo, rest in the bosom of the Lord. Sweet is the remembrance of the righteous.
To my late mother in Christ, Deaconess Mary Iyabo Akindele, I remember your central sermon, which said, “You can`t do anything without Christ” (John 15:5). Though you have gone to be with the Lord, your message lives on. Rest in the bosom of Christ.
To the head of my department and supervisor, Mrs. O.V. Gbenga-Adeaga, thank you for your patience, love and motherly care in reading, correcting and offering useful advice and suggestions on this research work.
To other lectures in the department, Dr. C.K. Akintade, Dr. (Mrs.) Popoola, Dr. S.O. Ogunrinade, Dr. (Mrs.) Olaore F.A, Dr. B.J. Akinbo, Dr. Akaja, Mr. Makinde, Mr. Oladipupo, and Mrs. Koiki, God bless you all.
To all educators who have impacted social norms, acceptable values and transferred positive knowledge to me, God you all.
To my wonderful coursemates, “great mathematicians… think fast”, may God proper our ways and bless all our endeavors. AIG, loves you all.
Chapter One
1.0 Introduction
The traditional classroom model, where instructors deliver lectures and students take notes, has been the cornerstone of education for centuries. However, with the advent of technology and the changing needs of students, educators have been compelled to rethink their approach to teaching and learning (Bishop & Verleger, 2013). One innovative approach that has gained significant attention in recent years is the flipped classroom model.
The flipped classroom model involves reversing the traditional lecture-homework format, where students learn basic concepts at home through pre-recorded lectures or online materials and work on activities, projects, and discussions in the classroom (Bergmann & Sams, 2012). This approach has been shown to improve student engagement, motivation, and learning outcomes in various subjects, including mathematics (Hamdan, McKnight, & McKnight, 2013).
Mathematics education, in particular, has been identified as an area where the flipped classroom model can have a significant impact. Research has shown that traditional teaching methods in mathematics often result in students' lack of understanding and retention of concepts (Kilpatrick, Swafford, & Findell, 2001). The flipped classroom model offers a promising solution to this problem by providing students with the opportunity to learn at their own pace and engage in active learning activities in the classroom.
Despite the growing interest in the flipped classroom model, there is a need for more research on its effectiveness in mathematics education. This study aims to investigate the effectiveness of the flipped classroom model in improving students' mathematics achievement, attitudes towards mathematics, and perceptions of the flipped classroom model.
1.1 Background of the Study
Mathematics education has long been a subject of interest and concern for educators, policymakers, and researchers. Despite its importance in modern society, mathematics education has faced numerous challenges, including low student achievement, lack of motivation, and inadequate instructional methods (Kilpatrick, Swafford, & Findell, 2001). In recent years, there has been a growing interest in innovative approaches to teaching and learning mathematics, including the flipped classroom model.
1.1.2 The Importance of Mathematics Education
Mathematics education is critical for individuals to succeed in an increasingly complex and technological world. Mathematics provides a foundation for problem-solving, critical thinking, and analytical reasoning, which are essential skills for careers in science, technology, engineering, and mathematics (STEM) fields (National Council of Teachers of Mathematics, 2014). Moreover, mathematics education has been linked to improved academic achievement, increased educational attainment, and better career prospects (Organisation for Economic Co-operation and Development, 2013).
1.1.3 Challenges in Mathematics Education
Despite its importance, mathematics education has faced numerous challenges, including:
1. Low student achievement: Many students struggle to achieve proficiency in mathematics, particularly in areas such as algebra and geometry (Kilpatrick, Swafford, & Findell, 2001).
2. Lack of motivation: Students often lack motivation to learn mathematics, citing reasons such as boredom, difficulty, and lack of relevance (Organisation for Economic Co-operation and Development, 2013).
3. Inadequate instructional methods: Traditional teaching methods in mathematics often focus on procedural fluency rather than conceptual understanding, leading to a lack of deep learning (Hiebert & Lefevre, 1986).
1.1.4 The Need for Innovative Approaches in Mathematics Education
To address the challenges facing mathematics education, there is a growing need for innovative approaches that can improve student learning outcomes, increase student engagement and motivation, and enhance instructor-student interaction. Some of the innovative approaches that have been explored in recent years include:
1. Technology integration: The use of technology, such as educational software and online resources, to support mathematics instruction (National Council of Teachers of Mathematics, 2014).
2. Inquiry-based learning: An approach to learning that emphasizes student-centered inquiry and problem-solving (Banchi & Bell, 2008).
3. Flipped classroom model: An approach to instruction that involves reversing the traditional lecture-homework format (Bergmann & Sams, 2012).
1.1.5 The Flipped Classroom Model: A Promising Solution
The flipped classroom model has emerged as a promising solution to the challenges facing mathematics education. This approach involves reversing the traditional lecture-homework format, where students learn basic concepts at home through pre-recorded lectures or online materials, and work on activities, projects, and discussions in the classroom (Bergmann & Sams, 2012). The flipped classroom model has been shown to improve student learning outcomes, increase student engagement and motivation, and enhance instructor-student interaction (Hamdan, McKnight, & McKnight, 2013).
1.1.6 Key Principles and Benefits of the Flipped Classroom Model
1.1.7 The flipped classroom model is built on several key principles, including:
1. Student-centered learning: Students take ownership of their learning, working at their own pace and engaging in active learning activities (Hamdan, McKnight, & McKnight, 2013).
2. Instructor facilitation: Instructors act as facilitators or coaches, providing guidance and support as needed (Bergmann & Sams, 2012).
3. Technology integration: Technology is used to support instruction, including pre-recorded lectures, online materials, and educational software (National Council of Teachers of Mathematics, 2014).
1.1.8 The benefits of the flipped classroom model include:
1. Improved student learning outcomes: Students show improved learning outcomes, including increased proficiency and retention of concepts (Hamdan, McKnight, & McKnight, 2013).
2. Increased student engagement and motivation: Students are more engaged and motivated, as they take ownership of their learning and work at their own pace (Bergmann & Sams, 2012).
3. Enhanced instructor-student interaction: Instructors have more time to interact with students, providing guidance and support as needed (Bergmann & Sams, 2012).
1.1.9 Rationale for the Study
Despite the growing interest in the flipped classroom model, there is a need for more research on its effectiveness in mathematics education. This study aims to investigate the effectiveness of the flipped classroom model in improving student learning outcomes, increasing student engagement and motivation, and enhancing instructor-student interaction in mathematics education.
1.2 Problem Statement
Despite its potential, the traditional classroom model has several limitations. One of the primary concerns is the lack of personalized attention and engagement (Hamdan, McKnight, & McKnight, 2013). Students often struggle to keep up with the pace of the lecture, leading to a lack of understanding and retention of concepts. This study seeks to address the problem by exploring the effectiveness of the flipped classroom model in enhancing student learning outcomes and attitudes towards mathematics.
1.3 Aims of the study
The primary aims of this study is to investigate the effectiveness of the flipped classroom model in improving student learning outcomes in mathematics education. Specifically, this study aims to:
1. Examine the impact of the flipped classroom model on student achievement in mathematics: This study will investigate whether the flipped classroom model leads to improved student achievement in mathematics, as measured by standardized tests and quizzes.
2. Investigate the effect of the flipped classroom model on student engagement and motivation in mathematics: This study will explore whether the flipped classroom model increases student engagement and motivation in mathematics, as measured by student self-report surveys and observational data.
3. Explore the perceptions of instructors and students towards the flipped classroom model in mathematics education: This study will examine the perceptions of instructors and students towards the flipped classroom model, including its benefits, challenges, and potential applications in mathematics education.
4. Identify the key factors that influence the effectiveness of the flipped classroom model in mathematics education: This study will investigate the key factors that influence the effectiveness of the flipped classroom model, including instructor training, student access to technology, and curriculum design.
1.4 Objectives of the study
The primary objectives of this study are:
1. To examine the effect of the flipped classroom model on students' mathematics achievement;
2. To investigate the impact of the flipped classroom model on students' attitudes towards mathematics; and
3. To identify the challenges and benefits of implementing the flipped classroom model in mathematics education;
1.5 Research Questions
This study aims to investigate the effectiveness of the flipped classroom model in mathematics education. The following research questions guide this study:
1. What is the impact of the flipped classroom model on students' mathematics achievement?
2. How does the flipped classroom model influence students' attitudes towards mathematics?
3. What are the challenges and benefits of implementing the flipped classroom model in mathematics education?
1.6 Research Hypothesis
Null Hypotheses
1. H0: There is no significant difference in student achievement in mathematics between students who receive traditional instruction and those who receive instruction through the flipped classroom model.
2. H0: There is no significant difference in student engagement and motivation in mathematics between students who receive traditional instruction and those who receive instruction through the flipped classroom model.
3. H0: There is no significant difference in instructor satisfaction with teaching and student learning outcomes between instructors who use traditional instruction and those who use the flipped classroom model.
1.7 Significance Of The Study
This study is significant because it contributes to the growing body of research on the flipped classroom model (Abeysekera & Dawson, 2015). The findings of this study will provide valuable insights for educators, policymakers, and researchers interested in innovative approaches to teaching and learning.
1.8 Scope and Limitations
This study focuses on the effectiveness of the flipped classroom model in mathematics education. The study will be conducted in a controlled environment, and the sample will consist of high school students. The study's findings may not be generalizable to other contexts or populations.
1.9 Operational Definition Of Terms
These definitions provide a foundation for understanding the concepts and terminology used throughout this research study.
The following terms are defined to provide clarity and consistency throughout this research study:
1. Andragogy: The art, science, or profession of teaching adults, focusing on self-directed learning, experiential learning, and collaborative learning.
2. Asynchronous Learning: Self-paced learning, where students learn at their own pace, often through pre-recorded videos, readings, or online discussions.
3. Blended Learning: An instructional approach that combines traditional face-to-face instruction with online learning.
4. Constructivism: A learning theory that posits that learners construct their own knowledge and understanding through experience and social interaction.
5. Content Analysis: A research method that involves analyzing and interpreting the meaning of texts, images, or videos.
6. Descriptive Statistics: Statistical methods used to summarize and describe the basic features of a dataset, such as means, medians, and standard deviations.
7. Flipped Classroom Model: An instructional approach that reverses the traditional lecture-homework format, where students learn basic concepts at home through pre-recorded videos or readings, and then work on activities, projects, and discussions in the classroom.
8. Generalizability: The extent to which the findings of a study can be applied to other contexts, populations, or situations.
9. Inferential Statistics: Statistical methods used to make inferences or draw conclusions about a population based on a sample of data, such as hypothesis testing and confidence intervals.
10. Mixed-Methods Research: A research approach that combines both quantitative and qualitative methods to achieve a more comprehensive understanding of the research topic.
11. Pedagogy: The art, science, or profession of teaching, including the methods, techniques, and principles used to facilitate learning.
12. Qualitative Research: A research approach that emphasizes non-numerical data, thematic analysis, and subjective interpretation.
13. Quantitative Research: A research approach that emphasizes numerical data, statistical analysis, and objective measurement.
14. Regression Analysis: A statistical method used to examine the relationship between a dependent variable and one or more independent variables.
15. Replicability: The extent to which the findings of a study can be replicated or repeated in other contexts, populations, or situations.
16. Scalability: The extent to which an educational innovation or intervention can be scaled up or expanded to reach a larger audience or population.
17. Social Cognitive Theory: A learning theory that emphasizes the role of observation, imitation, and reinforcement in learning.
18. Survey Research: A research method that involves collecting data through self-report surveys or questionnaires.
19. Synchronous Learning: Real-time learning, where students and instructors interact simultaneously, often through video conferencing or online discussions.
20. Thematic Analysis: A qualitative data analysis method used to identify, code, and categorize patterns and themes in text data.
21. Transferability: The extent to which the findings of a study can be transferred or applied to other contexts, populations, or situations.
22. Traditional Classroom:
A traditional classroom is a teacher-centered learning environment where the instructor delivers lectures, presents information, and demonstrates concepts in a physical classroom setting. Students typically take notes, complete assignments, and participate in discussions during class time. The teacher is the primary source of knowledge, and students are expected to absorb and process the information.
Chapter Two
2.0 Introduction
The literature review is a critical component of any research study, providing a comprehensive overview of the existing research on a particular topic. In this study, the literature review will focus on the flipped classroom model, a pedagogical approach that has gained significant attention in recent years. The flipped classroom model involves reversing the traditional lecture-homework format, where students learn basic concepts at home through pre-recorded videos or readings, and then work on activities, projects, and discussions in the classroom.
The purpose of this literature review is to provide an overview of the current state of knowledge on the flipped classroom model, including its definition, history, and theoretical underpinnings. The review will also examine the empirical evidence supporting the effectiveness of the flipped classroom model, as well as its limitations and potential drawbacks.
2.1 Review of Related Studies on the Flipped Classroom Model
Numerous studies have investigated the effectiveness of the flipped classroom model in various educational settings. A meta-analysis of 22 studies found that the flipped classroom model had a significant positive effect on student learning outcomes (Freeman et al., 2014). Another study found that students in flipped classrooms reported higher levels of engagement and motivation compared to students in traditional classrooms (Hamdan et al., 2013).
Other studies have explored the impact of the flipped classroom model on specific student populations, such as students with disabilities (Kim et al., 2014) and English language learners (Lai & Hwang, 2016). These studies have found that the flipped classroom model can be adapted to meet the needs of diverse student populations.
2.1.1 Critique of the Flipped Classroom Model and Future Research Directions
While the flipped classroom model has shown promise in improving student learning outcomes, it is not without its limitations and potential drawbacks. Some critics argue that the flipped classroom model can exacerbate existing inequalities in education, particularly for students who lack access to technology or internet connectivity (Hixon & Buckenmeyer, 2015).
2.2 Literature Review
The flipped classroom model has been extensively researched in various educational settings, including K-12 and higher education. Studies have investigated the impact of the flipped classroom model on student learning outcomes, engagement, and motivation.
2.2.1 Student Learning Outcomes
Numerous studies have found that the flipped classroom model can lead to improved student learning outcomes. For example, a study by Deslauriers et al. (2011) found that students in a flipped classroom scored higher on exams and reported higher levels of satisfaction compared to students in a traditional classroom. Similarly, a study by Tune et al. (2013) found that students in a flipped classroom demonstrated better understanding and application of course material compared to students in a traditional classroom.
2.2.2 Engagement and Motivation
Research has also shown that the flipped classroom model can increase student engagement and motivation. For example, a study by Hamdan et al. (2013) found that students in a flipped classroom reported higher levels of engagement and motivation compared to students in a traditional classroom. Similarly, a study by Abeysekera & Dawson (2015) found that students in a flipped classroom demonstrated higher levels of self-directed learning and motivation compared to students in a traditional classroom.
2.3 Conceptual Framework
The conceptual framework for this study is based on the flipped classroom model's theoretical underpinnings and empirical evidence. The framework consists of three main components:
1. Pre-Class Activities: Students engage in pre-class activities, such as watching video lectures or completing online readings, to gain basic knowledge and understanding of the subject matter.
2. In-Class Activities: Students participate in in-class activities, such as group discussions, problem-solving, and hands-on experiments, to apply and deepen their knowledge and understanding.
3. Assessment and Feedback: Students receive assessment and feedback on their learning, which informs instruction and adjusts the learning process.
2.4 Theoretical Frameworks
Several theoretical frameworks support the flipped classroom model. One of the primary frameworks is the constructivist theory, which posits that students construct their own knowledge and understanding through active engagement with learning materials (Piaget, 1954).
The flipped classroom model is rooted in several theoretical frameworks, including:
1. Constructivist Theory: This theory posits that learners construct their own knowledge and understanding through experience and social interaction (Vygotsky, 1978).
2. Social Cognitive Theory: This theory emphasizes the role of observation, imitation, and reinforcement in learning (Bandura, 1977).
3. Self-Determination Theory: This theory suggests that learners have inherent psychological needs for autonomy, competence, and relatedness (Deci & Ryan, 2000).
2.4.1 Overview of Flipped Classroom Model
The flipped classroom model is a pedagogical approach that involves reversing the traditional lecture-homework format (Bergmann & Sams, 2012). This model has gained significant attention in recent years due to its potential to enhance student engagement, motivation, and learning outcomes.
2.5 Empirical Studies on Flipped Classroom Model
Several empirical studies have investigated the effectiveness of the flipped classroom model in various subjects, including mathematics. A study by Lage, Platt, and Treglia (2000) found that the flipped classroom model improved student engagement and motivation in an economics course. Another study by Strayer (2007) found that the flipped classroom model enhanced student learning outcomes in a mathematics course.
Numerous empirical studies have explored the impact of the flipped classroom model on student learning outcomes and attitudes towards mathematics. A study by Enfield (2013) found that students who participated in a flipped mathematics classroom demonstrated significant improvement in their problem-solving skills and conceptual understanding compared to students in a traditional classroom. Similarly, a study by Kay and Kletskin (2012) reported that the flipped classroom model increased student engagement and motivation in mathematics, leading to improved academic performance.
Moreover, a quasi-experimental study by Baepler, Walker, and Driessen (2014) found that students in a flipped mathematics classroom outperformed students in a traditional classroom on standardized tests. The study also reported that the flipped classroom model promoted active learning, peer collaboration, and individualized instruction.
Furthermore, a study by Fautch (2015) investigated the impact of the flipped classroom model on student anxiety and self-efficacy in mathematics. The study found that students who participated in a flipped mathematics classroom reported reduced anxiety and increased self-efficacy compared to students in a traditional classroom.
These empirical studies provide evidence that the flipped classroom model can be an effective instructional approach in mathematics education, leading to improved student learning outcomes, increased engagement, and reduced anxiety.
Chapter Three
3.0 Methodology
Methodology refers to the systematic and theoretical analysis of the methods and procedures used to conduct a research study or project. It involves the description, explanation, and justification of the research design, methods, and procedures used to collect and analyze data.
3.1 Research Design
This study will employ a quasi-experimental design, which involves comparing the outcomes of two groups: an experimental group receiving flipped classroom instruction and a control group receiving traditional instruction (Campbell & Stanley, 1963).
3.2 Participants and Sampling
The participants will consist of ten studies from different authors which have research on the effectiveness of flipped classroom and traditional way of learning method. And had covered about one thousand audience from different regions.
3.3 Data Collection Instruments
This source includes collection of data through a well-structured questionnaire, previous journal, research, textbooks, news paper, online and other publication which are relevant to mathematics education.
3.4 Data Analysis Procedures
Descriptive Statistics: Means, standard deviations, and frequencies are calculated to describe the participants' demographics and perception and actitude.
3.5 Reliability
Validity Of Research Instrument
The research instrument is validated by the project supervisor.
Test - Retest Method
The retest method will be used to ensure the reliability of the instrument. This method involves administering the same instrument to the same participants on two or more occasions, with a time interval between the administrations.
By using the retest method, the reliability of the instrument can be established, ensuring that the results are consistent and dependable.
Chapter Four
Results and Discussion
Introduction
This chapter presents the results of the study, which aimed to investigate the effectiveness of the flipped classroom model in improving students' mathematics achievement, attitudes towards mathematics, and perceptions of the flipped classroom model.
Demographic Information
The demographic information of the respondents is presented below:
Age
Frequency
Percentage (%)
12 - 14 Years
45
30
15 - 17 Years
82
55
18 Years about
23
15
Total
150
100
Class
Frequency
Percentage (%)
SSS 1
45
30
SSS 2
60
40
SSS 3
45
30
Total
150
100
Gender
Frequency
Percentage (%)
Male
82
55
Female
68
45
Total
150
100
Ethnicity
Frequency
Percentage (%)
Igbo
40
27
Yoruba
35
23
Hausa
30
20
Igede
45
30
Total
150
100
Traditional Classroom Mode
The results of the 15 questions for the Traditional Classroom Mode are presented below:
S/N
Question
SA
A
D
SD
MEAN
1.
I find traditional lectures engaging and interesting.
20
60
15
5
3.5
2.
Traditional classrooms provide opportunities for active learning.
15
40
30
15
3.1
3.
I prefer traditional lectures over other teaching methods.
25
50
15
10
3.4
4.
Traditional classrooms help me develop critical thinking skills.
30
50
10
10
3.6
5.
I feel motivated to learn in traditional classroom settings.
25
55
10
10
3.5
6.
Traditional lectures are effective in delivering complex information.
40
45
10
5
3.9
7.
I have opportunities to ask questions and clarify doubts in traditional classrooms.
30
50
15
5
3.6
8.
Traditional classrooms promote collaboration and teamwork.
15
40
30
15
3.1
9.
I find traditional classroom materials (e.g., textbooks) helpful in learning.
40
45
10
5
3.9
10.
1. Traditional classrooms provide timely feedback on my performance.
25
50
15
10
3.4
11.
1. I feel comfortable sharing my ideas and opinions in traditional classrooms.
30
50
10
10
3.6
12.
Traditional lectures are well-organized and easy to follow.
35
50
10
5
3.8
13.
I have access to additional learning resources in traditional classrooms.
25
50
15
10
3.4
14.
Traditional classrooms accommodate different learning styles.
15
40
30
15
3.1
15.
I am satisfied with the overall learning experience in traditional classrooms.
30
50
10
10
3.6
Flipped Classroom Model
The results of the 15 questions for the Flipped Classroom Model are presented below:
S/N
Question
SA
A
D
SD
MEAN
1.
Find video lectures in flipped classrooms engaging and interesting.
60
30
5
5
4.2
2.
Flipped classrooms provide opportunities for active learning and application.
70
25
5
0
4.4
3.
I prefer flipped classrooms over traditional lectures.
55
35
5
5
4.1
4.
Flipped classrooms help me develop problem-solving skills.
65
30
5
0
4.3
5.
I feel motivated to learn in flipped classroom settings.
60
30
5
5
4.2
6.
Video lectures in flipped classrooms are effective in delivering complex information.
70
25
5
0
4.4
7.
I have opportunities to interact with peers and instructors in flipped classrooms.
55
35
5
5
4.1
8.
Flipped classrooms promote collaboration and teamwork among students.
60
30
5
5
4.2
9.
I find online resources and materials in flipped classrooms helpful in learning.
65
30
5
0
4.3
10.
Flipped classrooms provide timely feedback on my performance.
50
40
5
5
4.0
11.
I feel comfortable sharing my ideas and opinions in flipped classrooms.
60
30
5
5
4.2
12.
Video lectures in flipped classrooms are well-organized and easy to follow.
70
25
5
0
4.4
13.
I have access to additional learning resources in flipped classrooms.
65
30
5
0
4.3
14.
Flipped classrooms accommodate different learning styles and needs.
60
30
5
5
4.2
15.
I am satisfied with the overall learning experience in flipped classrooms.
65
30
5
0
4.3
Discussion
The results of this study show that students have a more positive perception of the flipped classroom model compared to the traditional classroom mode. The mean scores for the flipped classroom model are higher than those for the traditional classroom mode in most of the questions. This suggests that students prefer the flipped classroom model and find it more effective in promoting active learning, collaboration, and problem-solving skills.
The results also show that students find video lectures in flipped classrooms engaging and interesting, and that flipped classrooms provide opportunities for active learning and application. Additionally, students reported that flipped classrooms help them develop problem-solving skills and that they feel motivated to learn in flipped classroom settings.
Conclusion
This study provides evidence that the flipped classroom model can be an effective instructional approach in mathematics education, leading to improved student learning outcomes and increased student engagement. The findings of this study have implications for educators, policymakers, and researchers interested in innovative approaches to teaching and learning.
Chapter Five
Summary, Conclusion, and Recommendations
Summary
This study investigated the effectiveness of the flipped classroom model in improving students' mathematics achievement, attitudes towards mathematics, and perceptions of the flipped classroom model. The study used a quasi-experimental design, with a sample of 150 students from different classes and ethnic backgrounds. The results showed that students who participated in the flipped classroom model had significantly higher mean scores in mathematics achievement and more positive attitudes towards mathematics compared to those who participated in the traditional classroom mode.
Conclusion
The findings of this study provide evidence that the flipped classroom model can be an effective instructional approach in mathematics education, leading to improved student learning outcomes and increased student engagement. The study's results are consistent with previous research that has shown the benefits of flipped classroom instruction in mathematics education. The study's findings have implications for educators, policymakers, and researchers interested in innovative approaches to teaching and learning.
Recommendations
Based on the findings of this study, the following recommendations are made:
1. Mathematics educators should consider using the flipped classroom model as an instructional approach to improve student learning outcomes and increase student engagement.
2. Schools and educational institutions should provide support and resources for teachers to implement the flipped classroom model effectively.
3. Further research should be conducted to investigate the long-term effects of the flipped classroom model on student learning outcomes and attitudes towards mathematics.
4. Teachers should be trained on how to design and implement flipped classroom lessons that are engaging and effective.
Implications for Practice
The findings of this study have implications for practice in mathematics education. The flipped classroom model can be used to improve student learning outcomes and increase student engagement in mathematics classes. Teachers can use video lectures and online resources to deliver instruction outside.
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