Flipped Learning Approach: Mathematics Learning Achievement, Attitudes, and Self-Regulation

Abstract

As a response to the advancement in modern technology, teaching techniques have also evolved over the years. That is why teachers adapted to these changes and tried to use more novel approaches to enhance the way students acquire information, learn, and meet their needs. One of these innovations and teaching trends is the flipped learning approach. The new lesson is implemented using this instructional approach, which requires students to watch videos at home for their lesson and complete their homework in class the next day, with the teacher facilitating and encouraging his or her students individually. Thus, this study was conducted with the general objective of determining the effectiveness of using the flipped learning approach in teaching mathematics and its effects on mathematics learning achievement, students' attitude, and level of self-regulation.  A pre-test – post-test quasi-experimental research design was used in this research. Data collection tools such as the researcher-made mathematics achievement test, "Attitudes Towards Mathematics Checklist," and "Academic Self-regulated Learning Scale" were administered to the two groups of grade-12 senior high school students who served as the experimental and the control groups as the basis of comparison. Results revealed that employing flipped learning as an approach to teaching mathematics positively affects students' mathematics learning achievement. It also impacts students' attitudes towards mathematics favorably and has also been proven to increase self-regulation levels. The T-test results revealed a significant difference between the post-test results of the control and experimental groups. It implies that the post-test scores of the students exposed to the flipped learning approach increased significantly. It also means that the experimental group is performing better as compared to the control group.