Flipped Classroom Model: Effects on Performance, Attitudes and Perceptions in High School Algebra

Khristin Fabian, Peter Esperanza, Criselda Toto

Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)

5 Citations (Scopus)
433 Downloads (Pure)

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 languageEnglish
Title of host publicationAdaptive and Adaptable Learning
Subtitle of host publicationLecture Notes in Computer Science
EditorsKatrien Verbert, Mike Sharples, Tomaz Klobucar
PublisherSpringer-Verlag
Pages85-97
Number of pages12
Volume9891
ISBN (Electronic)978-3-319-45153-4
ISBN (Print)978-3-319-45152-7
DOIs
Publication statusPublished - 7 Sep 2016

Keywords

  • Flipped classroom
  • Mathematics education
  • Attitudes
  • Student perceptions

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  • Cite this

    Fabian, K., Esperanza, P., & Toto, C. (2016). Flipped Classroom Model: Effects on Performance, Attitudes and Perceptions in High School Algebra. In K. Verbert, M. Sharples, & T. Klobucar (Eds.), Adaptive and Adaptable Learning: Lecture Notes in Computer Science (Vol. 9891, pp. 85-97). Springer-Verlag. https://doi.org/10.1007/978-3-319-45153-4_7