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

Esperanza, Peter; Fabian, Khristin; Toto, Criselda

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.

Citation

Esperanza, P., Fabian, K., & Toto, C. (2016, September). Flipped Classroom Model: Effects on Performance, Attitudes and Perceptions in High School Algebra. Presented at European Conference on Technology Enhanced Learning EC-TEL 2016, Lyon, France

• Presentation Conference Type: Conference Paper (published)
• Conference Name: European Conference on Technology Enhanced Learning EC-TEL 2016
• Start Date: Sep 13, 2016
• End Date: Sep 16, 2016
• Acceptance Date: May 23, 2016
• Online Publication Date: Sep 7, 2016
• Publication Date: 2016
• Deposit Date: Nov 30, 2018
• Electronic ISSN: 1611-3349
• Publisher: Springer
• Pages: 85-97
• Series Title: Lecture Notes in Computer Science
• Series Number: 9891
• Series ISSN: 0302-9743
• Book Title: Adaptive and Adaptable Learning. EC-TEL 2016
• ISBN: 9783319451527
• DOI: https://doi.org/10.1007/978-3-319-45153-4_7
• Keywords: flipped learning; mathematics education; attitudes; student perceptions
• Public URL: http://researchrepository.napier.ac.uk/Output/1288105