Kaedah Flipped Classroom dalam Pembelajaran Matematik di Peringkat Pengajian Tinggi : Sorotan Literatur Bersistematik

Pembelajaran yang berpusatkan pelajar semakin mendapat sambutan di kalangan tenaga pengajar. Pendekatan flipped classroom yang memerlukan penglibatan aktif para pelajar dalam perbincangan dan penyelesaian masalah mengubah keadaan tradisional pembelajaran. Kajian sistematik ini adalah untuk meninjau persepsi dan impak flipped classroom dalam pembelajaran Matematik di peringkat pengajian tinggi. Sebanyak 30 artikel yang berkaitan dari tahun 2017 sehingga 2021 dipilih dari dua pangkalan data iaitu Scopus dan Web of Science (WOS). Beberapa kriteria melibatkan jenis artikel, peserta kajian serta skop kajian telah ditetapkan bagi kajian ini. Hasil analisis mendapati bahawa para pelajar serta pengajar di peringkat kolej dan universiti mempunyai persepsi yang positif terhadap flipped classroom. Selain itu, terdapat tiga impak utama flipped classroom terhadap pelajar iaitu dari segi pencapaian Matematik, sikap pelajar dan penglibatan dalam pembelajaran telah dikenal pasti. Pencapaian pelajar dalam subjek Matematik didapati meningkat serta sikap pelajar menjadi positif terhadap pembelajaran. Pelajar juga didapati lebih terbuka dalam interaksi di dalam kelas serta aktif terlibat dalam pembelajaran. Dapatan kajian diharap meyakinkan tenaga pengajar bagi menggunakan kaedah flipped classroom di dalam kelas dengan lebih berkesan

Implementing a Flipped Classroom in a Unit on Slope

As instructional technology increases, educators seek ways to incorporate it into their curriculum. One effective method teachers use is the flipped classroom. It can be challenging to incorporate a flipped classroom; thus, this curriculum project was designed to support its implementation. The curriculum project presents an exemplar on using remote instruction with the Algebra topic of slope. During the Spring 2020 global pandemic that resulted in the shutdown of public schools, many teachers looked to the flipped classroom for best practices in remote instruction. This project was designed to highlight instructional technology to support remote instruction as well as presenting the best practices for the flipped classroom

Flipped Classrooms and the Video Creator’s Impact on Achievement

This action research study investigated the correlation between the creator of a flipped instructional video and the math achievement of the students. The researcher designed a study to examine the pre- and post-test math scores of 19 7th grade participants who viewed instructional math videos created by their classroom teacher and instructional math videos available via YouTube. After students completed one math unit with each video type, they also completed a voluntary survey investigating their video preference. Quantitative data collected from the pre- and post-tests were analyzed and the researcher found the results to be inconclusive for student achievement. The researcher also found that students were divided evenly based on their preference of video type. The results of this study did not provide significant preference for the use of classroom teacher-created instructional videos compared to YouTube videos

Does IT Development Facilitate De-Linearized Learning?

With the necessity for lifelong learning, more effective methods need to be introduced within education. The traditional ways of matching the learning process to learning don’t match these new requirements. New measures have to be introduced to be able to operationalize this matching process. This article introduces a set of measures that can be used in this respect. They are based on learning theory, a roles approach to learning, and we align with the de-linearized learning approach to learning and as to how this approach has an impact on the development of new technologies. By applying these measures to three examples of modern IT developments in education we shall illustrate this difference in the approach. The three examples of IT development are widely used in Hungary, how they cover the four learning theories and how they deal with changing roles in today’s educational environment. As an illustration of how this approach of matching influences modern learning, we show how applying it within special needs education works out, and as a second example the solution Italy found for the language problems caused by the growing number of migrants. We believe that all this would work and can also be applied as good practice in other educational fields

Technologies for engineering education

Within any discipline, teaching involves a distinctive relationship between content, pedagogical approaches and the use of technologies. In engineering education, the content includes mathematical symbolic and diagrammatic forms, traditionally taught using handwritten and talk-based approaches which have not been easily accommodated by keyboard-centric digital technologies. In 2012, a pilot project involving staff in the AUT School of Engineering was initiated to explore the use of digital pen-enabled technologies. This paper reviews educational research supporting the use of these technologies in an engineering education context and reports on findings from the project. The paper also discusses ways of integrating digital pen-enabled technologies with other developments in educational technology to enhance traditional pedagogical approaches to the teaching of engineering, and to facilitate progressive development of transformative approaches

The effect of using flipped classroom instruction on students’ achievement in the new 2016 scholastic assessment test mathematics skills in the United Arab Emirates

The flipped classroom instruction considered as the focus of many researchers and teachers in the recent years, many teachers around the word tried the flipped classroom instructions in different ways, different tools, to teach different subjects with different grades. Taking in the consideration, applying the flipped classroom teaching methods needs a lot of preparation and technological tools. This study utilized a quasiexperimental method research design to investigate the effect of flipped classroom instruction on students’ achievements in the new SAT 2016 mathematics skills (Heart of Algebra, Problem solving and data analysis, and Passport to Advanced Math) for the eleventh grade Emirati, female students in Al Ain, United Arab Emirates. The purpose of this study was to determine if there was a statistically significant difference in student achievements in the new SAT mathematics skills between two groups of grade 11 students, the experimental group was taught by flipped classroom instruction, and the control group was taught by ordinary teaching methods. The result of the posttest showed a statistically significant point of preference for the experimental group over the control group in all of the new SAT mathematics skills except the problem solving and data analysis skills. Finally, study findings suggest that teachers who are teaching mathematics standardized test skills like SAT may use flipped classroom instruction to increase the students’ readiness and to improve the students’ thinking skills to simulate the 21st-century skills. After offering a proper training and professional development courses in the best practice of flipped classroom instruction

Meta-Analysis of Flipped Classroom on Students' Mathematics Abilities: Effectiveness and Heterogeneity Analysis

Despite numerous studies investigating whether the Flipped Classroom method is more effective in enhancing students' mathematical abilities compared to conventional teaching methods, previous research has shown inconsistent results. This study aims to examine the effectiveness of the Flipped Classroom method on students' mathematical abilities compared to conventional methods and to investigate the factors that can influence the effectiveness of using the Flipped Classroom method on students' mathematical abilities. The research design used in this study is a meta-analysis, analyzing 42 effect sizes from 31 primary studies that meet inclusion criteria. The results of the analysis, using a random-effects approach, yielded a combined effect size of (g = 1.05; p < 0.01). It can be concluded that the use of the Flipped Classroom method significantly contributes to students' mathematical abilities and is more effective compared to conventional teaching methods. Furthermore, the analysis of heterogeneity found that the effectiveness of using the flipped classroom method on mathematical abilities is influenced by moderator variables such as the type of measured abilities, platform, type of experimental group, country, and publication type. However, it was not influenced by variables such as educational level and publication year. The findings of this meta-analysis provide more accurate results regarding the inconsistent effect size variations and enrich the knowledge insights about the effectiveness of using the Flipped Classroom method in enhancing students' mathematical abilities

Examining the Engagement and Academic Success of Students in Blended Science Classrooms

Many educators believe traditional learning environments need to be enhanced to be more engaging to students. New educational methods need to be dynamic and responsive to connect with today’s learners. One of the most popular new methods is blended learning, which combines dynamic online content with engaging face-to-face learning activities. This review of literature aims to explore the impacts this learning model has made in science classrooms. By changing the way that information is delivered to students, teachers are able to create more in-class learning opportunities for students. Students are able to practice more in the presence of their teacher, and classes can incorporate more hands-on learning. Although the initial set up of a blended classroom may take more time, there are positive outcomes for students