Students’ Attitudes, Perceptions, and Engagement within a Flipped classroom model as Related to Learning Mathematics

Abstract

The flipped classroom is an instructional method that can provide additional face-to-face interaction time with students in the classroom by minimizing the amount of direct instruction used in a traditional classroom setting. In this study, students in a high school Algebra 2 class who experienced a flipped classroom environment were surveyed to examine their attitudes, perceptions, and engagement of the flipped classroom and the elements that contribute to learning mathematics. The survey also addressed how the flipped classroom could be a motivating factor in learning mathematics. The survey used both quantitative and qualitative research measures to provide a broader understanding of how students perceive the attributes of flipping the classroom. In addition, student interviews helped gain insight into participants’ feelings, attitudes, motivation, and engagement about mathematics due to the flipped classroom. Researcher observations and notes provided information as to student engagement within the classroom as a byproduct of using the inverted classroom instructional strategy. The results revealed that the perceptions and attitudes of the participants were generally positive in the flipped classroom environment. The students were motivated to use the web-based instructional videos to prepare for their expected learning outcomes.