Standard Inverted Classroom: Student’s Mathematics Performance and Motivation (76736)

Session Information: Teaching Experiences, Pedagogy, Practice & Praxis
Session Chair: Benjamin Tatira

Thursday, 28 March 2024 10:05
Session: Session 1
Room: Room 702
Presentation Type: Oral Presentation

All presentation times are UTC + 9 (Asia/Tokyo)

This study explores the impact of the standard inverted classroom, an example of a flipped classroom approach, on students' Mathematics performance and motivation in a junior high school setting. Designed as a quasi-non-equivalent experimental study, it involved pre-class video lectures, assignments, and readings for initial concept exposure, followed by in-class interactive activities, discussions, and problem-solving exercises.

The data collection tools were researcher-made Mathematics tests and Mathematics Motivation Scales. The study resulted in a significant difference in post-test scores in Mathematics between the control group exposed to the traditional method and the experimental group in the standard inverted classroom. Student-participants who were given pre-class information demonstrated improved subject understanding, thus obtained higher exam scores and overall Mathematics performance. In both settings, they displayed a strong eagerness to actively engage with the curriculum, thus, intrinsic motivation levels were high regardless of the instructional method used.

To summarize, the standard inverted classroom approach positively impacts Mathematics academic performance. While motivation levels were consistent across teaching modalities used in the study, the flipped classroom has the potential to improve academic outcomes through increased knowledge and engagement among junior high school students. The study recommends that Mathematics teachers, educators in general, recognize the potential of standard inverted classroom to enhance learning Mathematics concepts and further investigate the use of this approach drive overall academic performance in Mathematics.

Hermae Joyce Toraja, Holy Name University, Philippines

About the Presenter(s)
The name Hermae Joyce Toraja was known as an accomplished mathematics educator with a passion for teaching and a commitment to fostering mathematical literacy. Toraja, who holds a Master's degree in Mathematics from Holy Name University.

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Posted by Clive Staples Lewis

Last updated: 2023-02-23 23:45:00