Does flipping the classroom with videos and notetaking promote high school students’ performance in mathematics?

Eman Zaitoun; Zuhrieh Shana; Azhar Shater; Khadijeh Naser; Ziad Mukattash

doi:10.29333/ejmste/13200

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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

Abstract

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.

Keywords

flipped classroom
flipped instruction
mathematics performance
technology-supported flipped learning
student-centered active learning
quasi-experimental study

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

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

https://doi.org/10.29333/ejmste/13200

Publication date: 01 Jun 2023

Online publication date: 13 Apr 2023

Article Views: 1443

Article Downloads: 1049

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How to cite this article

APA

Zaitoun, E., Shana, Z., Shater, A., Naser, K., & Mukattash, Z. (2023). Does flipping the classroom with videos and notetaking promote high school students’ performance in mathematics?. Eurasia Journal of Mathematics, Science and Technology Education, 19(6), em2274. https://doi.org/10.29333/ejmste/13200

Vancouver

Zaitoun E, Shana Z, Shater A, Naser K, Mukattash Z. Does flipping the classroom with videos and notetaking promote high school students’ performance in mathematics?. EURASIA J Math Sci Tech Ed. 2023;19(6):em2274. https://doi.org/10.29333/ejmste/13200

AMA

Zaitoun E, Shana Z, Shater A, Naser K, Mukattash Z. Does flipping the classroom with videos and notetaking promote high school students’ performance in mathematics?. EURASIA J Math Sci Tech Ed. 2023;19(6), em2274. https://doi.org/10.29333/ejmste/13200

Chicago

Zaitoun, Eman, Zuhrieh Shana, Azhar Shater, Khadijeh Naser, and Ziad Mukattash. "Does flipping the classroom with videos and notetaking promote high school students’ performance in mathematics?". Eurasia Journal of Mathematics, Science and Technology Education 2023 19 no. 6 (2023): em2274. https://doi.org/10.29333/ejmste/13200

Harvard

Zaitoun, E., Shana, Z., Shater, A., Naser, K., and Mukattash, Z. (2023). Does flipping the classroom with videos and notetaking promote high school students’ performance in mathematics?. Eurasia Journal of Mathematics, Science and Technology Education, 19(6), em2274. https://doi.org/10.29333/ejmste/13200

MLA

Zaitoun, Eman et al. "Does flipping the classroom with videos and notetaking promote high school students’ performance in mathematics?". Eurasia Journal of Mathematics, Science and Technology Education, vol. 19, no. 6, 2023, em2274. https://doi.org/10.29333/ejmste/13200