International Journal of Mathematics Trends and Technology
Volume 65 | Issue 2 | Year 2019 | Article Id. IJMTT-V65I2P516 | DOI : https://doi.org/10.14445/22315373/IJMTT-V65I2P516
The study focused on effect of flipping a mathematics classroom on the interest of senior secondary school II students. Two pedagogical methods were used namely Flipped Classroom Strategy (FCS) and Teacher-Centered Method (TCM). The study adopted the two group pre-test post-test quasi-experimental design. The sample size for this study was one hundred and four (104) students; fifty three (53) in the control group and fifty one (51) students in the experimental group. To collect data for the research, the authors designed and developed a Mathematics Interest Scale (MIS) which was validated by mathematics teachers and experts in the field of measurement and evaluation. To test the internal consistency of the MIS, the Cronbach Alpha technique was used and a reliability coefficient of 0.708 was obtained. The results from the pre-interest and post-interest mean scores revealed that FCS enhanced students’ interest in mathematics. However, the effect was not statistically significant. There also existed a difference in students’ interest in mathematics for the two groups (FCS & TCM) in favour of those taught with the FCS, but this was also not statistically significant.
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Roselyn A. Efiuvwere, Esther F. Fomsi, "Flipping the Mathematics Classroom to Enhance Senior Secondary Students Interest," International Journal of Mathematics Trends and Technology (IJMTT), vol. 65, no. 2, pp. 95-101, 2019. Crossref, https://doi.org/10.14445/22315373/IJMTT-V65I2P516
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