An evaluation of the impact of flipped-classroom teaching on mathematics proficiency and self-efficacy in Saudi Arabia
The flipped classroom (FC) is becoming an increasingly popular teaching method in mathematics education. However, few studies have rigorously evaluated its effectiveness, and less so in countries where students' level of mathematics achievement is low. In this study, we evaluated the impact of an FC intervention in Saudi Arabia, the country with the lowest level of maths achievement in the last iteration of the Trends International Mathematics and Science Study TIMSS . A total of 281 secondary school students received eight weeks of algebra training using either FC or traditional instruction, and were tested on algebra problems taken from past national standardised tests, as well as on a measure of self-efficacy. Students who received the intervention showed higher self-efficacy but no significant difference in maths achievement was observed. Students' and teachers' perceptions of the intervention were positive.
Funding
Ministry of Education (Saudi Arabia)
History
School
- Science
Department
- Mathematics Education Centre
Published in
British Journal of Educational TechnologyVolume
54Issue
1Pages
414-435Publisher
WileyVersion
- AM (Accepted Manuscript)
Rights holder
© British Educational Research AssociationPublisher statement
This is the peer reviewed version of the following article: Algarni, B., & Lortie-Forgues, H. (2023). An evaluation of the impact of flipped-classroom teaching on mathematics proficiency and self-efficacy in Saudi Arabia. British Journal of Educational Technology, 54, 414– 435. https://doi.org/10.1111/bjet.13250, which has been published in final form at https://doi.org/10.1111/bjet.13250. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. This article may not be enhanced, enriched or otherwise transformed into a derivative work, without express permission from Wiley or by statutory rights under applicable legislation. Copyright notices must not be removed, obscured or modified. The article must be linked to Wiley’s version of record on Wiley Online Library and any embedding, framing or otherwise making available the article or pages thereof by third parties from platforms, services and websites other than Wiley Online Library must be prohibited.Acceptance date
2022-05-24Publication date
2022-06-20Copyright date
2022ISSN
0007-1013eISSN
1467-8535Publisher version
Language
- en