| Autor: |
Zaitoun, Eman, Shana, Zuhrieh, Shater, Azhar, Naser, Khadijeh, Mukattash, Ziad |
| Předmět: |
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| Zdroj: |
Eurasia Journal of Mathematics, Science & Technology Education; Jun2023, Vol. 19 Issue 6, p1-16, 16p |
| Abstrakt: |
Using a quasi-experiment with the pre-/post-test control group design, the present study investigated whether flipping an advanced pre-calculus class would lead to a statistically significant gain in the learning of conic sections for high school students. The subjects were 50 11th graders (n=50), who were equally divided into two groups. The treatment group (n=25) learned conic sections via the flipped classroom model, while the control group (n=25) was taught the same topic traditionally via the didactic approach. The intervention comprised flipping mathematics class with four video-assisted lessons and notetaking. All subjects were pre-tested on their prior knowledge on conic sections before starting the experiment and post-tested after intervention. The results of the post-test indicated statistically significant difference between the mean score of the treatment group and that of the control group, reflecting the effectiveness of the flipped instruction. Participants enjoyed the intervention. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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