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

  • Peter Esperanza
  • Khristin FabianEmail author
  • Criselda Toto
Conference paper
Part of the Lecture Notes in Computer Science book series (LNCS, 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.

Keywords

Flipped classroom Mathematics education Attitudes Student perceptions 

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Copyright information

© Springer International Publishing Switzerland 2016

Authors and Affiliations

  • Peter Esperanza
    • 1
  • Khristin Fabian
    • 2
    Email author
  • Criselda Toto
    • 3
  1. 1.Barstow High SchoolCaliforniaUSA
  2. 2.University of DundeeDundeeScotland
  3. 3.Chapman UniversityOrangeUSA

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