Effect of the flipped classroom on the mathematics performance of middle school students
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Effect of the flipped classroom on the mathematics performance of middle school students Xuefeng Wei1 · I‑Ling Cheng2 · Nian‑Shing Chen3 · Xianmin Yang4 · Yongbo Liu5 · Yan Dong6 · Xuesong Zhai7 · Kinshuk8
© Association for Educational Communications and Technology 2020
Abstract With advances in learning technologies, new pedagogical models are being developed to improve students’ learning performance. One notable model is the flipped classroom, which has attracted the attention of many researchers, particularly in K-12 education. However, research on effective approaches for managing the flipped classroom model to improve mathematics learning is lacking. This study explored approaches to manage the flipped classroom in a Chinese context and designed an approach to improve the mathematical learning performance of middle school students. In a flipped classroom teaching and learning, students took notes while watching videos at home and then teacher utilized the notes for in-class discussion. A total of 88 sixth-grade students in a secondary school in mainland China participated in this study. An experiment was conducted to evaluate the effectiveness of the proposed approach by situating the experimental and control groups in flipped and traditional classrooms, respectively. The results show that the proposed flipped classroom approach significantly improves the students’ mathematical learning performance. The proposed approach is more beneficial to students at the middle mathematics level comparing to those at high or low levels. Furthermore, some suggestions are provided for teachers to manage flipped classroom more effectively. Keywords Flipped classroom · Improving classroom teaching · Inverted classroom · Mathematics education
Introduction Mathematics is a critical part of STEM (Science, Technology, Engineering, and Mathematics) education and is vital for cultivating the creativity of students (Lee 2015). However, the traditional approach of teaching mathematics, where the majority of time is spent on lectures with minimal interaction between teacher and students, has not been found successful (Maloy and LaRoche 2015). The shortcomings of the traditional approach gave rise to new approaches to instruction, one of which emerged in the form of the flipped * Xuefeng Wei [email protected]; [email protected] Extended author information available on the last page of the article
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classroom approach (Bergmann and Sams 2012; Tucker 2012), which has gained popularity particularly in K-12 education (Chen et al. 2014). Unlike a traditional classroom, students in the flipped classroom watch prerecorded video lectures at home and engage in exercises and other activities in school (Chen et al. 2014). The flipped classroom is also referred to as “inverted classroom” or “inverted instruction” (Bergmann and Sams 2012). The effectiveness of the flipped classroom approach in K-12 remains unclear (Toh et al. 2014) and the question of whether all students in a class adapt to/benef
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