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Using flipped classrooms for academic achievement and changing students' attitudes towards general mathematics during the outbreak of the Corona
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Asiyeh Ebrahimzadeh *1   , Hamid Reza Kashefi2 , Fahimeh Kolahdouz2 |
1- 1Department of Educational Mathematics Education, Farhangian University, Tehran, Iran , a.ebrahimzadeh@cfu.ac.ir
2- Department of Educational Mathematics Education, Farhangian University, Tehran, Iran |
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Abstract: (14 Views) |
Introduction: One of the new teaching methods in the field of teaching and learning is the flipped method. The purpose of this article is to investigate the relationship between the flipped classroom and the change in attitude and academic achievement of students in the General Mathematics 2 course and how the flipped teaching method affects their learning motivation and performance in the mathematics lesson.
Methods: In this study, a mixed research method was used. Given the objectives and conditions of the research, a purposive sampling method was employed. 45 female students studying chemistry education in two sections of General Mathematics 2 at Farhangian University of Isfahan were selected as the statistical sample. In the quantitative part of the research, the academic progress of the students was examined using descriptive and inferential statistics. In the qualitative part, the student's attitudes towards the flipped learning process in the classroom were investigated using a researcher-made questionnaire. The content validity of the questionnaire and the qualitative section's open-ended questions were examined and revised by two researchers in the fields of mathematics education and educational sciences and ultimately approved. Additionally, its reliability was confirmed with a sample of 18 students as the initial sample, using Cronbach's alpha coefficient, which was equal to 0.76.
Findings: The results of inferential statistics to answer the research questions indicated that there is a significant relationship between students' attitudes towards various components related to flipped teaching and their academic achievement in mathematics. Also, the qualitative study of the student's attitude towards the learning process in the flipped classroom shows, that if the filliped teaching and learning is implemented under controlled conditions, it can well affect the deep learning of the students.
Conclusion: The results showed the positive effects of the flipped classroom process on their performance and attitude in the general mathematics course. In addition, the students' criticism and mentioning of some of the disadvantages of the implementation method in this research provided practical and useful experiences to the administrators, which can be useful for other researchers who intend to use the flipped classroom method. |
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| Keywords: learning mathematics, flipped classroom, Blended learning, prevalence of female student-teachers, university mathematics |
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Full-Text [PDF 581 kb]
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Article Type: Original Research |
Subject:
New Approaches to Curriculum Design
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