Does flipping the classroom with videos and notetaking promote high school students’ performance in mathematics?
Eman Zaitoun 1 , Zuhrieh Shana 1 * , Azhar Shater 1 , Khadijeh Naser 1 , Ziad Mukattash 2
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1 College of Education, Al Ain University, Al Ain, UAE2 Abu Dhabi International Private School, Abu Dhabi, UAE* Corresponding Author

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.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2023, Volume 19, Issue 6, Article No: em2274

https://doi.org/10.29333/ejmste/13200

Publication date: 01 Jun 2023

Online publication date: 13 Apr 2023

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