Faculty of Education - Theses
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ItemInvestigating the Impact of a Flipped Classroom Approach for a Teacher and Students in Year 9 in the Topic of Linear Equations( 2020)Access to technology in secondary education has increased substantially over recent years, affording new opportunities for teaching and learning. A technology-enabled flipped classroom is one approach that can be implemented when technology is readily available. This research investigated the impact and efficacy of a technology-enabled flipped classroom in secondary mathematics for the students and teacher. Students’ understanding of solving linear equations, their attitude to mathematics and experiences in the flipped classroom were investigated. The experiences and perspectives of the teacher in implementing a flipped classroom for the first time were also explored. Comparisons between two teaching approaches (flipped and nonflipped) were made through a 4-week linear equations topic in two separate Year 9 classes taught by the same teacher. A quasi-experimental design with a control (nonflipped, n = 23) and experimental (flipped, n = 22) group was utilised. Students’ understanding of solving linear equations was determined through pre- and post-testing using online diagnostic assessments (SMART tests; Specific Mathematical Assessments that Reveal Thinking). A pen-and-paper (delayed) assessment was also provided to students 3 weeks after the topic, which paralleled the items from the SMART tests. Students’ attitudes were gathered by pre- and post-topic surveys using a prevalidated instrument (Mathematics and Technology Attitudes Scale). An open-ended student survey furthered insight into student experience and perspective for the flipped group. The teacher’s experiences and perspectives were gathered through three semistructured interviews before, during, and after flipped classroom implementation. Qualitative analysis showed similar improvement to student understanding in the flipped and nonflipped groups directly after the linear equations topic. Delayed testing revealed a greater retention of understanding in the flipped group. Quantitative analysis of student attitude found no significant difference (p > .05) for all subscales measured between the flipped and nonflipped groups before and after the linear equations topic. Thematic analysis of student responses in the flipped group revealed favourable perceptions of the flipped classroom for most students. The teacher experiences highlighted a favourable perception of the flipped classroom, highlighting an increased capacity to support student needs, with reduced stress in the face-to-face classroom. The benefits of the flipped classroom were noted to have come at the expense of substantially increased planning time for the teacher. The results of this mixed-methods research provide insight into the efficacy of a flipped classroom in an Australian secondary mathematics classroom context, with practical implications and recommendations for future research outlined.