Student learning and engagement in mathematics flipped classrooms: An action research study in a secondary school

Research output: Chapter in Book/Report/Conference proceedingChapters

Abstract

This paper reports on an action research study about the use of the flipped classroom approach in the Mathematics classes of a Hong Kong secondary school. It aims at exploring how to design and implement flipped classrooms and investigating student learning outcomes from and attitudes toward the use of this instructional approach. A total of 130 Form 2 (Grade 8) students were involved in the first (n=58) and the second (n=72) action research cycles respectively. Pre-test, post-test and delayed post-test results show significant learning gains in both action research cycles. After teachers made improvements (e.g., more technical support and the use of group competition activities) as informed by the first cycle, class evaluation results and the degree of student engagement became significantly higher in the second cycle. Suggestions concerning technical support, teachers’ preparations for flipped classrooms and students’ readiness of flipped learning are proposed on the basis of teachers’ and students comments as well as existing literature. Copyright © 2017 The Hong Kong Teachers' Centre.
Original languageEnglish
Title of host publication《教育研究報告匯編:教育研究獎勵計劃 15/16》
Editors 楊沛銘
Place of Publication香港
Publisher敎育統籌局
Pages135-165
Publication statusPublished - 2017

Citation

Lo, C. K. (2017):Student learning and engagement in mathematics flipped classrooms: An action research study in a secondary school,輯於楊沛銘主編《教育研究報告匯編:教育研究獎勵計劃 15/16》,(頁135-165),香港,敎育統籌局。

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