Does the Implementation of a Flipped Classroom Pedagogy changes the Students’ Attitude towards Mathematics?
Peter Esperanza, Barstow Unified School District, United States ; Criselda Toto, Chapman University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in New Orleans, LA, USA ISBN 978-1-939797-12-4 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
This study sought to determine the extent to which high school students’ attitudes toward mathematics change during the course of their mathematics class delivered via the flipped classroom model. This study examined how the implementation of flipped classroom affects the students’ self-confidence, motivation, enjoyment, and value of Mathematics -- the four subscales of students’ attitudes toward Mathematics. Students enrolled in four different Mathematics courses that used the flipped classroom pedagogy at Barstow High School in Barstow, CA were given the Attitude towards Mathematics Inventory (ATMI) before and after the implementation of flipped classroom. In order to determine the effect of flipped classroom model on the students’ attitude towards Mathematics, a t-test on the difference in the students’ average score before and after the implementation of flipped classroom in each of the four subscales of the ATMI were conducted.
Esperanza, P. & Toto, C. (2014). Does the Implementation of a Flipped Classroom Pedagogy changes the Students’ Attitude towards Mathematics?. In T. Bastiaens (Ed.), Proceedings of World Conference on E-Learning (pp. 552-557). New Orleans, LA, USA: Association for the Advancement of Computing in Education (AACE).
© 2014 Association for the Advancement of Computing in Education (AACE)
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