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

  • Date:

    07 September 2016

  • Publication Status:

    Published

  • Publisher

    Springer International Publishing

  • DOI:

    10.1007/978-3-319-45153-4_7

  • Library of Congress:

    LB2300 Higher Education

  • Dewey Decimal Classification:

    378 Higher education

  • Funders:

    University of Dundee

Citation

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. EC-TEL 2016, 85-97. doi:10.1007/978-3-319-45153-4_7

Authors

Keywords

flipped learning; mathematics education; attitudes; student perceptions

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