TY - JOUR

T1 - Improving short-term academic performance in the flipped classroom using dynamic geometry software

AU - Fung, Chak-Him

AU - Poon, Kin-Keung

AU - Besser, Michael

AU - Fung, Ming-Chung

N1 - Publisher Copyright: © 2023 John Wiley & Sons Ltd.

PY - 2024/4

Y1 - 2024/4

N2 - Background StudyThe 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.ObjectiveThis study investigates the effect of the FC using GeoGebra (FCG) on mathematical performance and memory among senior secondary students.MethodsOne 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 ConclusionThe 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 DescriptionWhat is already known about this topicFlipped 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 addsGeoGebra 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 policyStudents' 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.

AB - Background StudyThe 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.ObjectiveThis study investigates the effect of the FC using GeoGebra (FCG) on mathematical performance and memory among senior secondary students.MethodsOne 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 ConclusionThe 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 DescriptionWhat is already known about this topicFlipped 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 addsGeoGebra 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 policyStudents' 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.

KW - Didactics of Mathematics

KW - academic performance

KW - flipped classroom

KW - Geogebra

KW - mathematics

KW - memory

KW - Empirical education research

UR - http://www.scopus.com/inward/record.url?scp=85178199185&partnerID=8YFLogxK

UR - https://www.mendeley.com/catalogue/cad8745a-f32d-3849-af43-f8f549cdac97/

U2 - 10.1111/jcal.12914

DO - 10.1111/jcal.12914

M3 - Journal articles

VL - 40

SP - 775

EP - 786

JO - Journal of Computer Assisted Learning

JF - Journal of Computer Assisted Learning

SN - 0266-4909

IS - 2

ER -