Staff View: The Effectiveness of Flipped Classroom Strategy on Self-Directed Learning Among Undergraduate Mathematics Students

The Effectiveness of Flipped Classroom Strategy on Self-Directed Learning Among Undergraduate Mathematics Students

The purpose of this study is to measure the effectiveness of the flipped classroom strategy for self-directed learning among undergraduate students in Mathematics courses. A forty-six (46) students of Actuarial Mathematics course from one university were participated to measure their academic perfor...

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Main Authors:	Mohd Nasir, Mohd Azrin, Alaudin, Ros Idayuwati, Ismail, Suzilah, Mat Ali, Nor A’tikah, Mohd Faudzi, Farah Nadia, Yusuff, Noraini, Mohd Pozi, Muhammad Syafiq
Format:	Article
Language:	English
Published:	UUM Press 2020
Subjects:	HB Economic Theory
Online Access:	https://repo.uum.edu.my/id/eprint/31432/1/PR%2002%2002%202020%2061-81.pdf https://repo.uum.edu.my/id/eprint/31432/ https://e-journal.uum.edu.my/index.php/pr/article/view/11710
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spelling	my.uum.repo.314322024-10-12T12:29:54Z https://repo.uum.edu.my/id/eprint/31432/ The Effectiveness of Flipped Classroom Strategy on Self-Directed Learning Among Undergraduate Mathematics Students Mohd Nasir, Mohd Azrin Alaudin, Ros Idayuwati Ismail, Suzilah Mat Ali, Nor A’tikah Mohd Faudzi, Farah Nadia Yusuff, Noraini Mohd Pozi, Muhammad Syafiq HB Economic Theory The purpose of this study is to measure the effectiveness of the flipped classroom strategy for self-directed learning among undergraduate students in Mathematics courses. A forty-six (46) students of Actuarial Mathematics course from one university were participated to measure their academic performance during-the-class. A six number of students were randomly selected for a survey with open-ended questions via google form to explore their experiences using this approach. For this study, there was a pre-experimental research design with a group of students in one class. There were two ways of teaching techniques to make a comparison in this study. First, the undergraduate students were taught using a traditional teaching method to provide a baseline, where the instructor showed and explained all the steps to solve mathematical problems, and the understanding of the students will be assessed by conducting a pre-assessment quiz. Second, the students were taught using flipped classroom strategy, where the students were given the solutions including all the steps to solve mathematical problems without guidance or explanation from the instructor, then the students were given similar mathematical problems to be solved by themselves by referring to the example given, then the understandings of students will be assessed by conducting a post-assessment quiz. Third, reimplementing the flipped classroom strategy by conducting the third quiz. Finally, the effectiveness of the flipped classroom strategy is measured by comparing the results from all assessment performance. Also, teacher reflection and students’ feedback were gathered to access self-directed learning effectiveness. The result showed that the post-assessment performance from a flipped classroom strategy was significantly higher than the pre-assessment performance from traditional teaching methods. The lowest score of the pre-assessment using the traditional teaching method was less than one (1) score. On the contrary, the lowest score of the post-assessment performance using the flipped classroom strategy was five (5) scores. Moreover, the majority of the respondents achieved eight to ten scores. From the result, it was found that both teaching methodologies produced different results in students’ performance for this study. Besides, the students also provided good feedback from the strategy based on the result of the interview: (a) fun and interesting, (b) curiosity, (c) providing students’ autonomy, (d) initiating communication, (e) integrating the use of technology in learning mathematics, (f) preparing for the final exam. Overall, the students found that the flipped classroom strategy is potentially enhancing student’s engagement and performance in mathematics education. The findings have implications for the instructors to implement the flipped classroom strategy for mathematics subjects to acquire better performance among undergraduate students. The flipped classroom requires self-directed learning among students that can be more interesting learning experiences among the students UUM Press 2020 Article PeerReviewed application/pdf en cc4_by https://repo.uum.edu.my/id/eprint/31432/1/PR%2002%2002%202020%2061-81.pdf Mohd Nasir, Mohd Azrin and Alaudin, Ros Idayuwati and Ismail, Suzilah and Mat Ali, Nor A’tikah and Mohd Faudzi, Farah Nadia and Yusuff, Noraini and Mohd Pozi, Muhammad Syafiq (2020) The Effectiveness of Flipped Classroom Strategy on Self-Directed Learning Among Undergraduate Mathematics Students. Practitioner Research, 2 (2). pp. 61-81. ISSN 2710-706X https://e-journal.uum.edu.my/index.php/pr/article/view/11710 DOI: 10.32890/pr DOI: 10.32890/pr
institution	Universiti Utara Malaysia
building	UUM Library
collection	Institutional Repository
continent	Asia
country	Malaysia
content_provider	Universiti Utara Malaysia
content_source	UUM Institutional Repository
url_provider	http://repo.uum.edu.my/
language	English
topic	HB Economic Theory
spellingShingle	HB Economic Theory Mohd Nasir, Mohd Azrin Alaudin, Ros Idayuwati Ismail, Suzilah Mat Ali, Nor A’tikah Mohd Faudzi, Farah Nadia Yusuff, Noraini Mohd Pozi, Muhammad Syafiq The Effectiveness of Flipped Classroom Strategy on Self-Directed Learning Among Undergraduate Mathematics Students
description	The purpose of this study is to measure the effectiveness of the flipped classroom strategy for self-directed learning among undergraduate students in Mathematics courses. A forty-six (46) students of Actuarial Mathematics course from one university were participated to measure their academic performance during-the-class. A six number of students were randomly selected for a survey with open-ended questions via google form to explore their experiences using this approach. For this study, there was a pre-experimental research design with a group of students in one class. There were two ways of teaching techniques to make a comparison in this study. First, the undergraduate students were taught using a traditional teaching method to provide a baseline, where the instructor showed and explained all the steps to solve mathematical problems, and the understanding of the students will be assessed by conducting a pre-assessment quiz. Second, the students were taught using flipped classroom strategy, where the students were given the solutions including all the steps to solve mathematical problems without guidance or explanation from the instructor, then the students were given similar mathematical problems to be solved by themselves by referring to the example given, then the understandings of students will be assessed by conducting a post-assessment quiz. Third, reimplementing the flipped classroom strategy by conducting the third quiz. Finally, the effectiveness of the flipped classroom strategy is measured by comparing the results from all assessment performance. Also, teacher reflection and students’ feedback were gathered to access self-directed learning effectiveness. The result showed that the post-assessment performance from a flipped classroom strategy was significantly higher than the pre-assessment performance from traditional teaching methods. The lowest score of the pre-assessment using the traditional teaching method was less than one (1) score. On the contrary, the lowest score of the post-assessment performance using the flipped classroom strategy was five (5) scores. Moreover, the majority of the respondents achieved eight to ten scores. From the result, it was found that both teaching methodologies produced different results in students’ performance for this study. Besides, the students also provided good feedback from the strategy based on the result of the interview: (a) fun and interesting, (b) curiosity, (c) providing students’ autonomy, (d) initiating communication, (e) integrating the use of technology in learning mathematics, (f) preparing for the final exam. Overall, the students found that the flipped classroom strategy is potentially enhancing student’s engagement and performance in mathematics education. The findings have implications for the instructors to implement the flipped classroom strategy for mathematics subjects to acquire better performance among undergraduate students. The flipped classroom requires self-directed learning among students that can be more interesting learning experiences among the students
format	Article
author	Mohd Nasir, Mohd Azrin Alaudin, Ros Idayuwati Ismail, Suzilah Mat Ali, Nor A’tikah Mohd Faudzi, Farah Nadia Yusuff, Noraini Mohd Pozi, Muhammad Syafiq
author_facet	Mohd Nasir, Mohd Azrin Alaudin, Ros Idayuwati Ismail, Suzilah Mat Ali, Nor A’tikah Mohd Faudzi, Farah Nadia Yusuff, Noraini Mohd Pozi, Muhammad Syafiq
author_sort	Mohd Nasir, Mohd Azrin
title	The Effectiveness of Flipped Classroom Strategy on Self-Directed Learning Among Undergraduate Mathematics Students
title_short	The Effectiveness of Flipped Classroom Strategy on Self-Directed Learning Among Undergraduate Mathematics Students
title_full	The Effectiveness of Flipped Classroom Strategy on Self-Directed Learning Among Undergraduate Mathematics Students
title_fullStr	The Effectiveness of Flipped Classroom Strategy on Self-Directed Learning Among Undergraduate Mathematics Students
title_full_unstemmed	The Effectiveness of Flipped Classroom Strategy on Self-Directed Learning Among Undergraduate Mathematics Students
title_sort	effectiveness of flipped classroom strategy on self-directed learning among undergraduate mathematics students
publisher	UUM Press
publishDate	2020
url	https://repo.uum.edu.my/id/eprint/31432/1/PR%2002%2002%202020%2061-81.pdf https://repo.uum.edu.my/id/eprint/31432/ https://e-journal.uum.edu.my/index.php/pr/article/view/11710
_version_	1814057301003206656
score	13.211869

The Effectiveness of Flipped Classroom Strategy on Self-Directed Learning Among Undergraduate Mathematics Students

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