An Evaluation of the Impact of Flipped-Classroom Teaching on Mathematics Proficiency and Self-Efficacy in Saudi Arabia

Autor/inn/en	Algarni, Badriah; Lortie-Forgues, Hugues
Titel	An Evaluation of the Impact of Flipped-Classroom Teaching on Mathematics Proficiency and Self-Efficacy in Saudi Arabia
Quelle	In: British Journal of Educational Technology, 54 (2023) 1, S.414-435 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Algarni, Badriah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.13250
Schlagwörter	Foreign Countries; Flipped Classroom; Mathematics Instruction; Instructional Effectiveness; Mathematics Achievement; Secondary School Students; Algebra; Secondary School Mathematics; Self Efficacy; Student Attitudes; Teacher Attitudes; Saudi Arabia; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Ausland; Flipped classrooms; Flip teaching; Inverted teaching; Mathematics lessons; Mathematikunterricht; Unterrichtserfolg; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Sekundarschüler; Self-efficacy; Selbstwirksamkeit; Schülerverhalten; Lehrerverhalten; Saudi-Arabien
Abstract	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. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01