A Pilot Study on the Effect of the Flipped Classroom Model on Pre-Calculus Performance

Jeffrey D. Spotts; Antonio P. Gutierrez de Blume

doi:10.1177/2158244020982604

A Pilot Study on the Effect of the Flipped Classroom Model on Pre-Calculus Performance

Jeffrey D. Spotts, Antonio P. Gutierrez de Blume

Curriculum, Foundations, & Reading

Georgia Southern University

Research output: Contribution to journal › Article › peer-review

5 Scopus citations

Abstract

A more effective math education has never been more pressing than in today’s world. However, it is no mystery that students continue to struggle with basic mathematics concepts, let alone more advanced math such as Pre-Calculus. Thus, in the present study, two Pre-Calculus math classrooms were randomly assigned to either a flipped classroom model of instruction or one that employed traditional lecture. Data on two aspects of Pre-Calculus—matrices and vectors (operations and application)—were collected at pretest and again at posttest. Results revealed that students who were exposed to the flipped classroom model outperformed students in the control classroom but only on matrices items. We discuss implications and recommendations for math education.

Original language	English
Journal	SAGE Open
Volume	10
Issue number	4
DOIs	https://doi.org/10.1177/2158244020982604
State	Published - 2020

Keywords

Pre-Calculus
flipped model
high school
math education
pilot study

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10.1177/2158244020982604

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A Pilot Study on the Effect of the Flipped Classroom Model on Pre-Calculus Performance

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Keywords

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