Abstract As the flipped classroom model gains traction in mathematics education, questions remain about its effectiveness across diverse classroom settings. This study surveyed 266 senior/upper secondary second-year students to gain insights into their experiences of learning mathematics in flipped classrooms during an academic term. It assessed their perspectives on the model’s implementation, strategies utilized, opportunities and challenges encountered, and suggestions for improvement. The research obtained data through questionnaires, classroom observations, and semi-structured interviews. Quantitative data from the questionnaires underwent processing with descriptive statistics and the Wilcoxon Signed-Rank test for paired samples, while qualitative data from observations and interviews passed through thematic analysis. The findings demonstrate a statistically significant improvement in participants’ initial and final flipped classroom experiences, highlighting the positive impact of the learning approach on student engagement and academic achievement. Although students reported challenges related to time management and self-paced learning, they valued the autonomy and flexibility provided by video lessons and pre-class learning resources. The study suggests that, while the flipped classroom model holds promise for improving student engagement and achievement in senior secondary mathematics, it is paramount to address issues like planning, resource availability, technology access, teacher preparation, and student participation for success. The study further recommends that teachers provide structured guidance for pre-class tasks and establish supportive classroom environments to help students adapt to this technology-mediated model.
Omoniyi et al. (Thu,) studied this question.
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