Does flipping the classroom with videos and notetaking promote high school students’ performance in mathematics?

Abstract

Using a quasi-experiment with the pre-/post-test control group design, the present study investigated whether flipping an advanced pre-calculus class would lead to a statistically significant gain in the learning of conic sections for high school students. The subjects were 50 11th graders (n=50), who were equally divided into two groups. The treatment group (n=25) learned conic sections via the flipped classroom model, while the control group (n=25) was taught the same topic traditionally via the didactic approach. The intervention comprised flipping mathematics class with four video-assisted lessons and notetaking. All subjects were pre-tested on their prior knowledge on conic sections before starting the experiment and post-tested after intervention. The results of the post-test indicated statistically significant difference between the mean score of the treatment group and that of the control group, reflecting the effectiveness of the flipped instruction. Participants enjoyed the intervention.

Flipped classroom in physics teacher education: (how) can students' expectations be met?

“…Similar conclusions were drawn from additional research that examined the effectiveness of flipped and face-to-face classrooms in teaching science, in terms of both student perceptions and learning outcomes (cf. Aşıksoy and Özdamlı, 2016;Capone et al, 2017;Bawaneh and Moumene, 2020;Stratton et al, 2020;Aidoo et al, 2022a;Fung et al, 2022;Zeitoun et al, 2023).…”