The effect of the flipped learning model of decimal representation of numbers on fifth grade students' conceptual understanding, retention and engagement in the mathematics course

The aim of this research is to examine the effects of the flipped learning model on the level of conceptual understanding, retention, and engagement in the subject of "Decimal Representations" of 5th grade students. A quasi-experimental design with a pre-test and post-test control group was adopted as the research model. The sample of the research consists of 98 students who are studying in the 5th grade of a public secondary school in Sandıklı district of Afyonkarahisar province in the 2022-2023 academic year. There are 50 students in the experimental group and 48 students in the control group. The experimental application was completed in a total of 20 lessons within 4 weeks. The lessons were conducted using the flipped learning model (FLM) in the experimental group and the current teaching method in the control group. The "Conceptual Understanding Test for Decimal Representations", "Permanence Test", and "Engagement Scale to Mathematics Course" were used as data collection tools. The data collection tools were applied to the groups as pre-test and post-test. The data obtained in the study were analyzed using SPSS 17.0 package program. As a result of the study, it was determined that the FLM applied to the experimental group significantly increased students' conceptual understanding in teaching the subject of decimal notation. In addition, it was found that the retention test scores of the experimental group were significantly higher than those of the control group. Finally, it was found that the experimental group significantly increased their commitment to the mathematics course compared to the control group.