Student Engagement in a Flipped Secondary Mathematics Classroom

Abstract

Many students are becoming increasingly disengaged in school, particularly in mathematics. This is an important problem as lack of engagement may threaten students’ achievement and performance in mathematics. A flipped learning pedagogy, which encourages students to take an active role in learning mathematics, has become a widely researched topic in recent years. However, few empirical studies to date have focused on the influence of flipped learning on student engagement in secondary mathematics classrooms. This qualitatively oriented study aimed to extend existing research on the role of flipped learning in behavioral, cognitive, and emotional engagement by adopting a social constructivist perspective to examine a secondary mathematics classroom. The participants were 33 high school students and their mathematics teacher, from whom data were gathered using multiple empirical methods. The results indicate that a flipped learning pedagogy has the potential to play a positive role in behavioral, cognitive, and emotional engagement as it provides learners with many possibilities for the learning of mathematics. However, to successfully flip learning, it is important to have a well-developed interactive design and to encourage social interaction in mathematics teaching and learning. Engagement was found to be negatively affected when the students had a negative perception of flipped learning and failed to complete the pre-class tasks. Overall, our results indicate that mathematics education can benefit from a flipped learning pedagogy as it has the potential to strengthen students’ engagement and mathematics learning in a social environment.

Flipped learning and affect in mathematics: Results of an initial narrative analysis

“…Nevertheless, some findings of some relevance have emerged, prompting further study of this methodology. There are several benefits that the flipped approach seems to have on mathematics learning, for example, improved performance (Guler et al, 2022;Wei et al, 2020), increase level of engagement Research Article (Cevikbas & Kaiser, 2021) and acting on students' motivation, commitment, and self-efficacy (Carotenuto & Sbaragli, 2018).…”

Can flipped classroom pedagogy offer promising perspectives for mathematics education on pandemic-related issues? A systematic literature review

“…Although initial attempts were made to conceptualize FC in the early 2000s (Baker, 2000 ; Lage et al, 2000 ), there is still no consensus on the definition of FC. However, educators and researchers agree that FC is a student-centered pedagogy and that it has high potential to improve the quality of teaching and learning by freeing up class hours for social interaction, collaboration, inquiry, and deep learning (Cevikbas & Argün, 2017 ; Cevikbas & Kaiser, 2020 , 2021 ).…”

“…This definition suggests that lecture and explanatory videos are a mandatory element of out-of-class activities, and that other types of materials (e.g., podcasts, slides, articles, lecture notes) are available along with the videos. Other descriptions for flipping the instruction include using quizzes, enhancing social interactions, performing question-and-answer sessions, and creating a technology-enhanced environment both in and out of the classroom (Abeysekera & Dawson, 2015 ; Cevikbas, 2018 ; Cevikbas & Kaiser, 2020 , 2021 ; Talbert, 2015 ). In other variations of FC, students can watch videos or use other learning materials in the classroom, rather than out of the classroom (Howitt & Pegrum, 2015 ), or videos might be optional (Bergmann & Sams, 2012 ).…”

“…In particular, the pandemic has changed the agenda of mathematics education, turning students' homes into their classrooms (Borba, 2021). This situation aligns with the flipped classroom (FC) pedagogy, an emerging pedagogical approach that enables effective use of technology and combines the advantages of face-to-face (f2f) and online instruction in order to engage students in active learning (Cevikbas & Kaiser, 2021). Recent studies in the field of mathematics education highlight that students and instructors have encountered various challenges related to online or distance learning during the pandemic, including a deficiency in communication and interaction between students and teachers or instructors (Borba, 2021), lack of learning motivation (Bakker et al, 2021), and growing anxiety (Bozkurt et al, 2020;Campillo-Ferrer & Miralles-Martinez, 2021).…”

Promoting Pre-service Teacher Students’ Learning Engagement: Design-Based Research in a Flipped Classroom

“…This may raise questions about the validity of using self-reporting on its own ( Hodgson et al, 2017 ). Although some studies combined interviews or observations for qualitative assessment (e.g., Jo et al, 2018 ; Cevikbas and Kaiser, 2021 ), the disadvantage is that it is not clear how to systematically measure or define students’ learning engagement, which makes it difficult to assess. In addition, Henrie et al (2015) reported that the existing quantitative observations measure the level of students’ learning engagement focused on a variety of frequency indicators, such as students’ clickstreams ( Seo et al, 2021 ).…”