Keywords
flipped classroom, performance, retention
Abstract
Flipped classroom (FC) is a classroom where homework is done at school and school work is done at home. In secondary schools, students’ performance in mathematics is poor and calls for urgent attention. Hence, this study examined effect of flipped classroom on senior secondary school students’ performance and retention in mathematics. This study examined: post-test performance (PP) and retention performance (RP) of students in Mathematics when taught with FC and traditional classroom (TC). The study adopted quasi-experimental design. Sample was drawn from two Secondary Schools in Lagos State, Nigeria. Respondents were 268 students (145 for experimental taught with offline video and 123 for control group taught with lesson note). The instrument used for data collection was the performance test and its reliability yielded 0.88 using Cronbach Alpha and two hull hypotheses were tested using (ANCOVA). The findings revealed that: (i) there was a significant difference in the PP F(1,265) = 142.002, p=.00 and RP F(1, 265) = 130.24, p = .00 of students which favoured the FC with mean score of 28.44 and 25.48 respectively using benchmark of 20.00. Also, this study indicated that students’ retention in mathematics improves and enhanced their performance. It was therefore recommended among others that teachers should be inspired in using FC to teach mathematics because if fully integrated, there will be great improvement.
References
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Chianson, M. M. (2008). Effect of cooperative learning on students’ achievement and retention in circle geometry in secondary schools in Benue State. Unpublished M.Ed Thesis Benue State University, Makurdi.
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Rycik, J. A. (2012). Building capacity for reform. American Secondary Education, 40(3), 80-81.
Rock, M., Gregg, M., Ellis, E., & Gable, R. A. (2008). REACH: A framework for differentiating classroom instruction. Preventing School Failure, 52(2), 31–47.
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Strayer, J. (2007). The effects of the classroom flip on the learning environment: a comparison of learning activity in a traditional classroom and flip classroom that used an intelligent tutoring System (Doctoral Dissertation). Retrieved on November 12, 2014, from http://etd.ohiolink.edu/send-pdf.cgi/Strayer%20Jeremy.pdf?osu1189523914
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Tudge J. R. H. & Winterhoff. P. A. (1993). Vygotsky, Piaget, and Bandura: Perspectives on the relations between the social world and cognitive development. Human Development, 36:61.
Tulis, M., & Ainley, M. (2011). Interest, enjoyment and pride after failure experiences? Predictors of students’ state-emotions after success and failure during learning in mathematics. Educational Psychology, 31(7), 779-807.
Usman, K. O. (2002). A review of studies on process errors by students in solving mathematical problems. Journal of Nigerian Education Research Association. 15 (1) 76-83.
WAEC (2014). Chief examiner’s Report on students’ performance for 2009, 2012, 2013 & 2014.
WAEC (2016). Chief examiner’s Report on students’ performance for 2015 - 2016.
Yusuf, M. O. (2006). Using the Internet for Teaching, Learning and Research in Tertiary Institutions. The Journal of Nigerian Association of Teachers of Technology, JONNAT, 6(1), 163 – 171.
Anderson, K. M. (2007). Differentiating instruction to include all students. Preventing School Failure, 51(3), 49–54.
Archambault, L., Wetzel, K., Foulger, T. S., & Williams, M. (2010). Professional development 2.0: Transforming teacher education pedagogy with 21st century tools. Journal of Digital Learning in Teacher Education, 27(1), 4-11.
Baker, J. W. (2000). ‘The classroom flip’: using web course management tools to become the guide by the side. In Jack, A. (Ed.) Jacksonville, FL, US, Florida Community College at Jacksonville, 2000, (9 – 17). Selected Papers from the 11th International conference on College Teaching and Learning. Retrieved from (PsycINFO Database Record (c) 2010 APA, all rights reserved)
Bergmann, J., & Sams, A. (2012). Flip your classroom: reach every student in every class every day. Eugene, OR: International Society for Technology in Education.
Bergmann, J., & Sams, A. (2013). Flip your students' learning. Educational Leadership, 70(6), 16-20. Retrieved from ASCD website. http://www.ascd.org/publications/educational-leadership/mar13/vol70/num06/Flip-Your-Students%27-Learning.aspx
Berrett, D. (2012). How ‘Flipping’ the classroom can improve the traditional lecture. Chronicle of Higher Education. Retrieved from http://chronicle.com/article/How-Flipping-the-Classroom/130857/.
Bishop, J. L., & Verleger, M. A. (2013). The Flipped Classroom: A Survey of the Research. Paper presented at 120th ASEE Annual Conference & Exposition, 23-26 June. Atlanta. American Society for Engineering Education.
Charles-Ogan, G., & Williams, C. (2015). Flipped classroom versus a conventional classroom in the learning of mathematics, University of Port Harcourt, Nigeria. Retrieved on October, 5, 2016 from www.eajournals.org. British Journal of Education, 3 (6), 71-77.
Chianson, M. M. (2008). Effect of cooperative learning on students’ achievement and retention in circle geometry in secondary schools in Benue State. Unpublished M.Ed Thesis Benue State University, Makurdi.
Clark, K. R. (2013). Examining the effects of the flipped model of instruction on student engagement and performance in the secondary mathematics classroom: An action research study. Doctoral Dissertation. Retrieved November 2, 2013, fromhttp://search.proquest.com/docview/1437012328/fulltextPDF/142FE33FC477A66BC70/1?accountid=14645
DeJarnette, N. K. (2012). America's children: Providing early exposure to stem (science, technology, engineering and math) initiatives. Education, 133(1), 77-84.
Estes. M. D., Ingram, R., & Liu, J. C. (2014). A review of flipped classroom research, practice, and technologies. International HETL Review, 4 (7), URL: https://www.hetl.org/feature-articles/a-review-of-flipped-classroom-research-practice-and-technologies
Federal Republic of Nigeria, (FRN, 2009). National Policy on Education. Yaba: Revised Edition NERDC Press.
Federal Republic of Nigeria, (FRN, 2014). National Policy on Education. Yaba: Revised Edition NERDC Press.
Foot, H & Howe, C. (1998). The psychoeducational basis of peer-assisted learning. In K.J. Topping and S.W. Ehly, editors, Peer-Assisted Learning, Lawrence Erlbaum Associates, 27–43.
Fulton, K. (2012). Upside down and inside out: Flip your classroom to improve student learning. Learning & Leading with Technology, 39(8), 12–17.
Hornby, G. (2001). Promoting responsible inclusion: Quality education for all. In T. O'Brien (Ed.), Enabling Inclusion: Blue Skys - Dark Clouds: 3-19. London: Stationary Office. (Chapters in Books)
Hull, S. H., & Seeley, C. L. (2010). High school to postsecondary education: Challenges of transition. Mathematics Teacher, 103(6), 442-445.
Iji, C. O. (2002). Effects of Logo and basic programmes on achievement and retention in geometry of junior secondary school students. Unpublished Ph.D Thesis. University of Nigeria, Nsukka.
Marcellious, G. (2001). What factors effect retention in the classroom? Wakefield High School, Arlington County (VA) Public Schools. Retrieved on November, 27, 2016 from https://gse.gmu.edu/assets/docs/lmtip/vol3/M.Gaines.doc
National Council of Teachers of Mathematics, (NCTM, 2005). Curriculum and evaluation standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics.
National Mathematics Advisory Panel. (2008). Foundations for success. Washington, DC: U.S. Department of Education.
Olorundare, A. S. (2011). Utilization of Information and Communication Technology (ICT) in Curriculum Development, Implementation and Evaluation. Durosaro & Adegoke (Eds.), Higher Education and Globalization, Ibadan: Sterling-Horden Publishers Ltd., 11-30.
Olunloye, O. (2010). Mass failure in mathematics: a national disaster. Tribune of 07/02/2010 retrieved from http/www.tribune.com.nig on 08/05/2011.
Prince, M. (2004). “Does Active Learning Work? A Review of the Researchâ€. Journal of Engineering Education, (93) 3, 223-231.
Ritter, S., Anderson, J., Koedinger, K., Corbett, A. (2007). Cognitive tutor: Applied research in mathematics education. Psychonomic Bulletin & Review, 14(2), 249-255.
Rycik, J. A. (2012). Building capacity for reform. American Secondary Education, 40(3), 80-81.
Rock, M., Gregg, M., Ellis, E., & Gable, R. A. (2008). REACH: A framework for differentiating classroom instruction. Preventing School Failure, 52(2), 31–47.
Rozinah J. & Siti, Z. O. (2014). The use of a flipped classroom to enhance Engagement and promote active learning. Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online), (5) 2.
Schullery, N. M., Reck, R. F., & Schullery, S. E. (2011). Toward solving the high enrolment, low engagement dilemma: A case study in introductory business. International Journal of Business, Humanities & Technology, 1(2), 1-9.
Strayer, J. (2007). The effects of the classroom flip on the learning environment: a comparison of learning activity in a traditional classroom and flip classroom that used an intelligent tutoring System (Doctoral Dissertation). Retrieved on November 12, 2014, from http://etd.ohiolink.edu/send-pdf.cgi/Strayer%20Jeremy.pdf?osu1189523914
Tijani, O. K. (2013). Tablet: like Osun, Like Thailand. Daily Newswatch Newspaper, July 19th, 2013, pp. 13
Tudge J. R. H. & Winterhoff. P. A. (1993). Vygotsky, Piaget, and Bandura: Perspectives on the relations between the social world and cognitive development. Human Development, 36:61.
Tulis, M., & Ainley, M. (2011). Interest, enjoyment and pride after failure experiences? Predictors of students’ state-emotions after success and failure during learning in mathematics. Educational Psychology, 31(7), 779-807.
Usman, K. O. (2002). A review of studies on process errors by students in solving mathematical problems. Journal of Nigerian Education Research Association. 15 (1) 76-83.
WAEC (2014). Chief examiner’s Report on students’ performance for 2009, 2012, 2013 & 2014.
WAEC (2016). Chief examiner’s Report on students’ performance for 2015 - 2016.
Yusuf, M. O. (2006). Using the Internet for Teaching, Learning and Research in Tertiary Institutions. The Journal of Nigerian Association of Teachers of Technology, JONNAT, 6(1), 163 – 171.
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