The Impact of the Flipped Classroom on Mathematics Concept Learning in High School

• Published in: Educational Technology ＆ Society Vol. 19; no. 3; pp. 134 - 142
• Main Authors: Bhagat, Kaushal Kumar, Chang, Cheng-Nan, Chang, Chun-Yen
• Format: Journal Article
• Language: English
• Published: Palmerston North International Forum of Educational Technology ＆ Society 01.07.2016; International Forum of Educational Technology & Society
• Subjects: Academic achievement; Blended Learning; Classroom environment; Classrooms; Control Groups; Covariance; Design of experiments; Education, Secondary; Educational Environment; Educational Technology; Experimental Groups; Flipped classroom; Foreign Countries; Full Length Articles; High School Students; High schools; Homework; Learning; Learning motivation; Management; Mathematical analysis; Mathematics; Mathematics Achievement; Mathematics education; Motivation; Multivariate Analysis; Posttests; Pretests; Pretests Posttests; Quasiexperimental Design; School environment; Secondary education; Secondary School Mathematics; Secondary school students; Statistical Analysis; Students; Study and teaching; Taiwan; Teaching methods; Technology Uses in Education; Trigonometry; Variance analysis; Video Technology; Taiwan; Mathematics; Achievement levels; High school students; Motivation; Flipped classroom
• ISSN: 1176-3647; 1436-4522

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.