Using a quasi-experimental non-equivalent pretest–posttest control group design, this study investigated how a flipped classroom learning approach influences mathematics achievement and interest among senior secondary one students learning circle theorems in Igbo Etiti, Enugu State, Nigeria. It evaluated changes in mathematics achievement and mathematics interest among 86 students drawn from a population of 673 students in 15 public secondary schools, with 45 students in classes assigned to the flipped classroom condition and 41 in classes taught with the conventional method. Intact classes in two schools with functional ICT facilities and reliable electricity were randomly assigned at the class level to the experimental or control condition, and students completed a 20-item Mathematics Achievement Test and a 20-item Mathematics Interest Inventory, both validated and reliable, before and after a four-week instructional unit on circle theorems. Statistical analyses included descriptive statistics and analysis of covariance with pretest scores as covariates to examine the effects of instructional approach and gender on posttest achievement and interest.
The results indicated that the flipped classroom produced substantially greater gains in mathematics achievement than the conventional method: the experimental group’s mean achievement scores increased from 60.8 to 86.1, compared with an increase from 62.0 to 64.7 in the control group, and the treatment effect was significant with a large effect size (partial eta squared = 0.585) and no significant main effect of gender. For mathematics interest, the flipped classroom group’s mean scores rose from 58.7 to 68.4, whereas the control group remained virtually unchanged (57.8 to 57.6), with a significant treatment effect and a large effect size (partial eta squared = 0.419) and no significant main effect of gender. Within the flipped classroom group, both male and female students improved in achievement (from 63.2 to 84.9 for males and from 58.8 to 87.2 for females) and in interest (from 57.5 to 68.9 for males and from 59.8 to 68.0 for females), and analysis of covariance showed no significant gender differences in posttest scores on either outcome. These findings show that the flipped classroom approach outperformed conventional teaching in enhancing both mathematics achievement and interest without creating gender disparities.
The findings suggest that providing video-based pre-class instruction combined with interactive, activity-oriented in-class learning enables students to engage more deeply with circle theorems, thereby improving both their performance in mathematics and their interest in the subject. The authors conclude that mathematics teachers should adopt the flipped classroom approach, especially for geometry topics such as circle theorems, and that educational authorities and professional bodies should organise workshops, seminars and in-service training to build teachers’ capacity to design and implement flipped instruction. They further recommend that school principals ensure adequate ICT resources and reliable power supply so that flipped classrooms can be implemented effectively to enhance students’ mathematics achievement and interest.
Source (Open Access): Egara, F. O., & Mosimege, M. (2024). Effect of flipped classroom learning approach on mathematics achievement and interest among secondary school students. Education and Information Technologies, 29(7), 8131-8150.