An action research on reducing mathematics anxiety levels of third grade students who apply flipped learning method

Flipped learning is an educational model that involves the transfer of in-class work to outside the classroom, with pre-provided online resources, and the completion of outside-class work in the classroom, under the guidance of the teacher. By employing active learning methods, where students take responsibility for their own learning, as opposed to traditional teaching methods in mathematics instruction, students can achieve more enduring and profound learning outcomes. This research study aimed to investigate the impact of the flipped learning model on the levels of mathematics anxiety among primary school students. The study employed the action research method, which is a qualitative research design. The participants in the 8-week intervention were 3rd-grade primary school students attending a public school in Yozgat province. Data for the study was collected using the mathematics anxiety scale, interview forms, student diaries, and observation forms. The collected data was analyzed using the Wilcoxon Signed Rank Test for quantitative analysis and content analysis methods for qualitative analysis. The quantitative analysis revealed that the flipped learning model effectively reduced mathematics anxiety among primary school students. The qualitative analysis yielded four main themes: in-class learning activities, student engagement, technology and internet usage, and learning resources. The findings demonstrated that the implementation of in-class learning activities in the flipped learning process facilitated a better understanding of mathematical concepts among students and fostered positive attitudes toward mathematics lessons. Keywords: Flipped Learning, Mathematics Anxiety, Primary School Students, Action Research