International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Flipped Classroom Approach and Acquisition of Problem Solving Skills in Mathematics in Secondary Schools in Turkana County

Author(s) Susan Awino Ouko
Country Kenya
Abstract In a flipped classroom, learners study structured mathematics content prior to the lesson via watching relevant videos outside the lesson. This study initiated the use of flipped classroom approach in mathematics classrooms in order to strengthen learners’ problem- solving skills and impact performance. Reviewed literature shows a positive correlation between using flipped classroom approach and problem solving. The study design is quasi-experimental. One group of participants was instructed via flipped classroom approach and the other conventional methods. A comparison of problem-solving ability between the groups was made. The form two students and their mathematics teachers were the target population. Data was collected by means of an achievement test and means calculated per group. The inferential statistic, t-test was used to determine if the difference in means between the experimental and control group in the achievement test was significant. The study found that where flipped classroom approach is used, learners performed better in mathematics problem-solving than their counterparts instructed via conventional methods.
Keywords Flipped Classroom Approach, Problem Solving Skills
Published In Volume 6, Issue 3, May-June 2024
Published On 2024-06-23
Cite This Flipped Classroom Approach and Acquisition of Problem Solving Skills in Mathematics in Secondary Schools in Turkana County - Susan Awino Ouko - IJFMR Volume 6, Issue 3, May-June 2024. DOI 10.36948/ijfmr.2024.v06i03.23149
DOI https://doi.org/10.36948/ijfmr.2024.v06i03.23149
Short DOI https://doi.org/gt244p
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E-ISSN 2582-2160
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