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RESEARCH PAPER
Does flipping the classroom with videos and notetaking promote high school students’ performance in mathematics?
1
College of Education, Al Ain University, Al Ain, UAE
2
Abu Dhabi International Private School, Abu Dhabi, UAE
Online publication date: 2023-04-13
Publication date: 2023-06-01
EURASIA J. Math., Sci Tech. Ed 2023;19(6):em2274
KEYWORDS
flipped classroomflipped instructionmathematics performancetechnologysupported flipped learningstudent-centered active learningquasi-experimental study
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.
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