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European Conference on Technology Enhanced Learning

EC-TEL 2016: Adaptive and Adaptable Learning pp 85–97Cite as

Flipped Classroom Model: Effects on Performance, Attitudes and Perceptions in High School Algebra

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Part of the book series: Lecture Notes in Computer Science ((LNISA,volume 9891))

Abstract

In this study, we evaluated student perceptions of the flipped classroom model and its effects to students’ performance and attitudes to mathematics. A randomized controlled trial with 91 high school algebra students was conducted. The experimental group participated in a year-long intervention of the flipped classroom model while the control group followed the traditional lesson delivery. Results of the year-end evaluation of this model showed positive student perceptions. An analysis of covariance of the algebra post-test score with learning model as treatment factor and pre-test as covariate resulted in a significant treatment effect at .05 level of significance. A paired-sample t-test by treatment group to compare pre-test and post-test math attitude scores resulted in a significant decrease in the control groups’ value of mathematics while the experimental group had a significant positive change in their confidence and enjoyment of mathematics.

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Author information

Authors and Affiliations

  1. Barstow High School, California, USA

    Peter Esperanza

  2. University of Dundee, Dundee, Scotland

    Khristin Fabian

  3. Chapman University, Orange, USA

    Criselda Toto

Authors
  1. Peter Esperanza
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  2. Khristin Fabian
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  3. Criselda Toto
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Corresponding author

Correspondence to Khristin Fabian .

Editor information

Editors and Affiliations

  1. KU Leuven , Leuven, Belgium

    Katrien Verbert

  2. The Open University , Milton Keynes, United Kingdom

    Mike Sharples

  3. Jožef Stefan Institute , Ljubljana, Slovenia

    Tomaž Klobučar

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© 2016 Springer International Publishing Switzerland

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Esperanza, P., Fabian, K., Toto, C. (2016). Flipped Classroom Model: Effects on Performance, Attitudes and Perceptions in High School Algebra. In: Verbert, K., Sharples, M., Klobučar, T. (eds) Adaptive and Adaptable Learning. EC-TEL 2016. Lecture Notes in Computer Science(), vol 9891. Springer, Cham. https://doi.org/10.1007/978-3-319-45153-4_7

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  • DOI: https://doi.org/10.1007/978-3-319-45153-4_7

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-45152-7

  • Online ISBN: 978-3-319-45153-4

  • eBook Packages: Computer ScienceComputer Science (R0)

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