Flipped classroom in high school mathematics: A mixed design study

This research aimed to examine the effect of flipped classroom model on 10th grade students' achievement on Polygons and Quadrilaterals and attitudes towards mathematics. In addition, the views of the practicer teacher, the teacher in video content and the students in experimental group on flipped classroom model have been examined. The independent variable of the research is usage of different instructional method (flipped classroom model, technology integrated face to face classroom model). The dependent variables are the students' achievement in Polygons and Quadrilaterals unit and the attitudes towards mathematics. The research has been designed as sequential exploratory design from mixed research methods. In the quantitative dimension of the study pre-test post-test control group quasi‐experimental design has used. In the qualitative dimension of the study individual and focus group interviews have been conducted in order to determine the views of teachers and students on the flipped classroom model. "The Achievement Test" in Polygons and Quadrilaterals unit which has been developed by two mathematics teachers and "The Attitudes Toward Mathematics Instrument" which has been developed by Tapia (1996) and adapted to Turkish by Tabuk and Haciomeroglu (2015) have been used. Teachers' and students' views on flipped classroom model have been examined by semi-structured interview forms developed by the researcher. The data of the study have been collected from two teachers and 67 10th grade students whom were choosen by convenient sampling method. The data have been collected in a state high school in Tokat province in the spring term of 2017-2018 academic year. The study group was divided into two groups as control (n=33) and experimental group (n=34). The research lasted 8 weeks and 50 course hours in total. Technology integrated face to face classroom model was applied in control group while flipped classoom model was used in experimental group. In both groups, course process was observed by the researcher and an independent observer by using observation forms. Education and Information Network (EIN)-Course application was used as teaching management system for the section of online flipped classroom. For the section of online flipped classroom, video contents were prepared, formated and sizing procedure were done by researcher and with EIN content observation comittee confirmation, it was uploaded to EIN-Course teaching management system. Experimental group students have reached the video contents on EIN-Course with username and passwords. Quantitative data were analyzed in SPSS program. Descriptive statistics such as frequency, percent, age, mean and standart deviations and predictive statistics such as t-test for dependent and independent groups have used for analyzing quantitative data. The critical volve was taken as .05 for all statistical tests. In the analysis of qualitative data, descriptive analysis was used. The results of the study reveal that experimental students in flipped classroom model had statistically significent higher scores on both achievement in Polygons and Quadrilaterals unit and mathematical attitudes than control group students in technology integrated face to face classroom. These results were supported by qualitative data. The teacher practising the application and experimental group students have reported positive views on flipped classroom model. Experimental group students said that they were glad, had fun and less anxiety in class, were more engaged with flipped classroom and it provided possitive contribution to their commnunication skills with higher achievement. Students wanted flipped classroom model to be applied in other lessons. The administrator teacher specified that he was satisfied with flipped classroom application, it contributed his professional development and simplified classroom management. Based on the results, the flipped classroom model is recommended to become widespread to other disiplines and grades, and examination of the effects on other variations expect achievement and attitudes. It is recommended for the politicians; teachers and teacher candidates should be informed about flipped classroom model and interactive online course contents should be created and shared to teachers. Key Words: Academic achievement, attitudes, flipped classroom, mathematics teaching, technology integrated face to face classroom.