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


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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Article Type: Research Article

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

Publication date: 01 Jun 2023

Online publication date: 13 Apr 2023

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