Flipped Classroom Model: Effects on Performance, Attitudes and Perceptions in High School Algebra
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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.
Flipped classroom, Mathematics education, Attitudes, Student perceptions
Curriculum and Instruction | Other Education | Science and Mathematics Education
Esperanza, P., Fabian, K., & Toto, C. (2016). Flipped classroom model: Effects on performance, attitudes and perceptions in high school algebra. In K. Verbert, M. Sharples, & T. Klobučar (Eds.), Adaptive and adaptable learning (pp. 85–97). Switzerland: Springer International Publishing.
In Katrien Verbert, Mike Sharples, Tomaž Klobučar (Eds.), Adaptable and Adaptive Learning: 11th European Conference on Technology Enhanced Learning, EC-TEL 2016, Lyon, France, September 13-16, 2016, Proceedings. Dr. Toto's chapter begins on page 85.
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