Flipped Classroom in a Digital Learning Space: Its Effect on the Students’ Attitude Toward Mathematics

Abstract

Mathematical attitudes tend to deteriorate starting at grade 7 level. In this experiment, the impact of flipped learning on the students' declining attitudes toward mathematics have been investigated. The effect of the flipped classroom in a digital learning space was determined by employing a non-equivalent (pretest and posttest) control-group quasi-experimental design. One hundred sixty-six grade 7 university students served as the participants of this study, eighty-three (83) each for the experimental and control groups. The data was gathered using the Attitude Towards Mathematics Inventory (ATMI) composed of four constructs. The results were analyzed by employing the Mann-Whitney U Test, Wilcoxon Signed Ranks test and descriptive statistics. The results revealed that the overall attitude across the four constructs of ATMI for the control group declined significantly while the experimental group maintained their positive attitude after one school year. Also, the participants in the flipped classroom were better than the participants in the control group with regard to the overall ATMI and the construct value, motivation, and enjoyment. It was concluded that the use of a traditional strategy in digital space negatively affects the attitude of the students in mathematics. The flipped classroom was able to address the declining attitude of the secondary students and maintained their joy, motivation, self-confidence, and value of mathematics. Furthermore, this study recommends employing the flipped classroom model in a different mode of learning to improve attitude and academic performance, while improving the sampling technique, and making it the basis of administration of policymaking, facilitating the creation of ATMI using the native language of the country.