Scientific Journal Of King Faisal University: Basic and Applied Sciences

ع

Scientific Journal of King Faisal University: Humanities and Management

Flipped Learning of Irrational Numbers: Saudi Arabia

(Maha Saad Alsaeed)

Abstract

There is a growing interest in the flipped design model in K–12 mathematics classrooms, as it has been shown to have a positive influence on learning. This study aims to help improve students’ learning of irrational numbers using the flipped design model. This study outlines four design elements of the flipped environment that are shown to increase student engagement. Two eighth-grade classes (n = 60) were examined using a quasi-experimental research design in terms of students’ mathematical achievements and engagement levels. Each class was tested using a different instructional approach: traditional learning or flipped learning. The results indicated that the eighth-grade students in the flipped learning model group demonstrated an overall medium to a slightly high level of cognitive, behavioral, emotional, and social engagement, as well as a slightly high performance with irrational numbers. Also, when comparing the flipped and traditional learning environments, the results revealed that neither group was significantly different in terms of mathematics performance or engagement. Several recommendations and implications are discussed for teaching complex mathematics concepts via a flipped learning environment, including enriching the learning environment with student collaboration, social and emotional support, and problem solving.




KEYWORDS
Mathematics engagement, cognitive engagement, social engagement, behavioral engagement, student-centered, deep learning

PDF

References

Akçayır, G. and Akçayır, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126(n/a), 334–45.‏ 
Al-Abdullatif, A.M. (2020). Investigating self-regulated learning and academic achievement in an eLearning environment: The case of K–12 flipped classroom. Cogent Education, 7(1), 1–8.
Almutairi, F. and White, S. (2018). How to measure student engagement in the context of blended-MOOC. Interactive Technology and Smart Education, 15(3), 262–78.
Bergmann, J. and Sams, A. (2014). Flipped learning: Gateway to student engagement. Washington D.C.: International Society for Technology in Education.‏
Bond, M. (2020). Facilitating student engagement through the flipped classroom approach in K–12: A systematic review. Computers & Education, 151(n/a), 1–36. 
Clark, K.R. (2015). The effects of the flipped model of instruction on student engagement and performance in the secondary mathematics classroom. Journal of Educators Online, 12(1), 91–115.
Fisher, R., Perényi, Á., and Birdthisle, N. (2018). The positive relationship between flipped and blended learning and student engagement, performance and satisfaction. Active Learning in Higher Education, 22(2), 97–113.
Flipped Learning Network (FLN). (2014). What is flipped learning?. Available at: https://flippedlearning.org/wp-content/uploads/2016/07/FLIP_handout_FNL_Web.pdf (Accessed on 10/08/2021). 
Fredricks, J.A., Blumenfeld, P.C., and Paris, A.H. (2004). School engagement: Potential of the concept, state of the evidence. Review of educational research, 74(1), 59–109.
Fredricks, J.A. and McColskey, W. (2012). The measurement of student engagement: A comparative analysis of various methods and student self-report instruments. In: Fredricks, J.A., and McColskey, W (eds.) Handbook of research on student engagement. Boston, MA: Springer.
Gojak, L. (2012). NCTM Summing Up. Available at: https://www.nctm.org/News-and-Calendar/Messages-from-the-President/Archive/Linda-M_-Gojak/To-Flip-or-Not-to-Flip_-That-Is-NOT-the-Question!/ (Accessed on 10/08/2021). 
Gough, E., DeJong, D., Grundmeyer, T., and Baron, M. (2017). K–12 teacher perceptions regarding the flipped classroom model for teaching and learning. Journal of Educational Technology Systems, 45(3), 390–423.‏
Hodgson, T.R., Cunningham, A., McGee, D., Kinne, L., and Murphy, T.J. (2017). Assessing behavioral engagement in flipped and non-flipped mathematics classrooms: Teacher abilities and other potential factors. International Journal of Education in Mathematics, Science and Technology, 5(4), 248–61.‏
Katsa, M., Sergis, S., and Sampson, D.G. (2016). Investigating the potential of the flipped classroom model in K–12 mathematics teaching and learning. International Association for Development of the Information Society, n/a(n/a), 210–18.
Kim, M.K., Kim, S.M., Khera, O., and Getman, J. (2014). The experience of three flipped classrooms in an urban university: An exploration of design principles. The Internet and Higher Education, 22(n/a), 37–50.‏
Kong, Q.P., Wong, N.Y., and Lam, C.C. (2003). Student engagement in mathematics: Development of instrument and validation of construct. Mathematics Education Research Journal, 15(1), 4–21.‏
Lage, M.J., Platt, G.J., and Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education, 31(1), 30–43.
Lai, C.L. and Hwang, G.J. (2016). A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course. Computers & Education, 100(n/a), 126–40. 
Lo, C.K. and Hew, K.F. (2017). A critical review of flipped classroom challenges in K–12 education: Possible solutions and recommendations for future research. Research and Practice in Technology Enhanced Learning, 12(4), 1–22. 
Lo, C.K. and Hew, K.F. (2020). A comparison of flipped learning with gamification, traditional learning, and online independent study: The effects on students’ mathematics achievement and cognitive engagement. Interactive Learning Environments, 28(4), 464–81.‏
Lo, C.K., Hew, K.F., and Chen, G. (2017). Toward a set of design principles for mathematics flipped classrooms: A synthesis of research in mathematics education. Educational Research Review, 22(n/a), 50–73.
Moore, A.J., Gillett, M.R., and Steele, M.D. (2014). Fostering student engagement with the flip. Mathematics Teacher, 107(6), 420–5.‏
Muir, T. (2017). Flipping the mathematics classroom: Affordances and motivating factors. The Mathematics Educator, 17(1–2), 105–30.‏
National Council for Teachers of Mathematics (NCTM). (2000). Principles and standards for school mathematics. Reston, VA: Author.
National Council of Teachers of Mathematics. (2009). Focus in high school mathematics: Reasoning and sense making. Reston, VA: Author
National Governors Association. (2010). Common Core State Standards. Washington, D.C.‏
Stein, M. K., Smith, M. S., Henningsen, M. A., & Silver, E. A. (2009). Implementing standards-based math instruction: A casebook for professional development. Reston, VA: Teachers College Press.‏
Voronina, M.V., Moroz, O.N., Sudarikov, A.E., Rakhimzhanova, M.B., and Muratbakeev, E.K. (2017). Systematic review and results of the experiment of a flipped learning model for the courses of descriptive geometry, engineering and computer graphics, and computer geometry. Eurasia Journal of Mathematics, Science and Technology Education, 13(8), 4831–45.‏
Wang, M.T., Fredricks, J.A., Ye, F., Hofkens, T.L., and Linn, J.S. (2016). The math and science engagement scales: Scale development, validation, and psychometric properties. Learning and Instruction, 43(n/a), 16–26‏.
Wang, L., Myers, D.L., and Yanes, M.J. (2010). Creating student-centered learning experience through the assistance of high-end technology in physical education: A case study. Journal of Instructional Psychology, 37(4), 352. 
Warner, R.M. (2008). Applied statistics: From bivariate through multivariate techniques. Thousand Oaks, CA: Sage Publications.
Willey, K. and Gardner, A. (2014). Combining flipped instruction and multiple perspectives to develop cognitive and affective processes. In: Proceedings of the SEFI 2014 Conference Educating Engineers for Global Competitiveness. Birmingham, UK.
Yang, X., Zhang, M., Kong, L., Wang, Q., and Hong, J.C. (2020). The effects of scientific self-efficacy and cognitive anxiety on science engagement with the "Question-Observation-Doing-Explanation" model during school disruption in COVID-19 pandemic. Journal of Science Education and Technology, 30(3), 380–93.
Yilmaz, N. and Ay, Z.S. (2018). Exploring eighth grade students' skills and knowledge on irrational numbers. International Journal of Research in Education and Science, 4(2), 633–54.‏