Improving short-term academic performance in the flipped classroom using dynamic geometry software

Publikation: Beiträge in ZeitschriftenZeitschriftenaufsätzeForschungbegutachtet

Authors

Background Study

The effects of the flipped classroom (FC) on students' academic performance remain ambiguous, and the use of pre-class videos may be one of the main factors hindering students' progress. A software package called GeoGebra has been proposed as a substitute for pre-class videos to aid students' learning.
Objective

This study investigates the effect of the FC using GeoGebra (FCG) on mathematical performance and memory among senior secondary students.
Methods

One hundred and sixty students of a senior high school in China were selected. A quasi-experimental design was implemented in which the classes were split into the intervention group (FCG), control group A (FCV) and control group B (TL) by random assignment. Pretest, Post-test 1 and Post-test 2 were introduced.
Results and Conclusion

The results indicate that both the FCG and the FC with pre-class videos (FCV) were more effective than traditional lectures in enhancing students' academic test scores, and that the effect of the FCG was comparable to its video counterpart, F(2, 136) = 3.752, ρ = 0.026, η2 = 0.052. Although their effects were similar, the qualitative results revealed some hidden benefits associated with the replacement of pre-class video with GeoGebra. Furthermore, although they were equally effective in promoting students' performance in the short-term, the long-term effects on academic performance of both forms of FC were non-significant when compared with traditional lectures.
Lay Description
What is already known about this topic

Flipped classroom is an effective strategy in teaching mathematics.
Among those challenges, video may be one of the main factors hindering the effect of flipped classroom.

What this paper adds

GeoGebra could be an effective alternative to video.
Effect between the flipped classroom using GeoGebra and the flipped classroom using video were similar.
Both the flipped classroom with GeoGebra and the flipped classroom with videos were more effective than traditional lectures.

Implications for practice and/or policy

Students' short-term performance could be enhanced by visualisation provided by flipped classroom.
To enhance students' long-term performance, an appropriate amount of homework is suggested.

OriginalspracheEnglisch
ZeitschriftJournal of Computer Assisted Learning
Anzahl der Seiten12
ISSN0266-4909
DOIs
PublikationsstatusElektronische Veröffentlichung vor Drucklegung - 29.11.2023

Bibliographische Notiz

Publisher Copyright:
© 2023 John Wiley & Sons Ltd.

DOI