Abstract
In this study, we evaluated student perceptions of the flipped classroom model and its effects to students’ performance and attitudes to mathematics. A randomized controlled trial with 91 high school algebra students was conducted. The experimental group participated in a year-long intervention of the flipped classroom model while the control group followed the traditional lesson delivery. Results of the year-end evaluation of this model showed positive student perceptions. An analysis of covariance of the algebra post-test score with learning model as treatment factor and pre-test as covariate resulted in a significant treatment effect at .05 level of significance. A paired-sample t-test by treatment group to compare pre-test and post-test math attitude scores resulted in a significant decrease in the control groups’ value of mathematics while the experimental group had a significant positive change in their confidence and enjoyment of mathematics.
Original language | English |
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Title of host publication | Adaptive and Adaptable Learning |
Subtitle of host publication | Lecture Notes in Computer Science |
Editors | Katrien Verbert, Mike Sharples, Tomaz Klobucar |
Publisher | Springer-Verlag |
Pages | 85-97 |
Number of pages | 12 |
Volume | 9891 |
ISBN (Electronic) | 978-3-319-45153-4 |
ISBN (Print) | 978-3-319-45152-7 |
DOIs | |
Publication status | Published - 7 Sept 2016 |
Keywords
- Flipped classroom
- Mathematics education
- Attitudes
- Student perceptions