Effect of Flipped Classroom on Eighth Graders’ Achievement in Midpoint Theorem in Triangles at a Private School in Beirut

Abstract

Nowadays, considering the technological developments in different aspects of life and its fast widespread among students in Lebanon, the new generation uses information and communication technology more often. Thus, there is a need to enhance teaching settings using new learning technologies, which became an important area to examine and explore. The adopted flipped classroom model is a teaching setting composed of the FLIP pillars, which includes the integration of learning the new concept at home, using technology as a tool, and applying the concept in class (FLN, 2014). Linking the revised version of Bloom's Taxonomy with the four phases developed by Merrill (2002): we suggest that remembering and demonstration phases are processed outside the classroom while applying, and integration phases happen during class time. The study aims to explore the differences between mathematical performances in the midpoint theorem of eighth-grade students within a flipped classroom compared to a non-flipped classroom in Lebanon. It also aims to discover students’ and the teacher’s challenges faced and benefits gained from the implemented flipped classroom model. To assess the impact of this model on the performance of students and to check whether flipped classroom results in significant differences in the students’ learning outcomes, a quasi-experimental design was deployed. To gain insight into the benefits gained and the challenges faced by the teacher and the students who experienced the flipped classroom, semi-structured interviews were conducted with both the students and the math teacher. The quantitative results indicated that the flipped classroom students performed better than the non-flipped classroom students showing a significant difference in the understanding level of low achievers only. The interviews conducted with the teacher and the students revealed that participants gained a fruitful experience at home and in class. The flipped classroom helped students gain a flexible and a calm environment to learn a new concept. It also helped them become independent learners who are mathematically confident, as it increased class time and improved classroom communication and personalized instructions. Besides the mentioned benefits, there existed some challenges the students and the teacher have faced in the flipped classroom. Students felt tensed to learn a new objective without having the teacher around. They considered the poor Lebanese infrastructure a challenge as well. The teacher found it an overwhelming experience.