Flipped Learning in Grade 7 and 9 Mathematics

Abstract

This design-based study focused on supporting students in grade 7 and 9 math classes by implementing a flipped learning model. In this study the researchers explored the perceptions of teachers and students about the benefits and challenges of a technology-enhanced pedagogy such as flipped learning. The study was conducted from January to June 2021 with two junior high math classes in a charter school in Alberta with a specialization in English language learning, and at a time when classes were shifting between in-person and online learning frequently due to COVID-19. Through a design-based approach, teachers engaged in reflective conversations and journaling, students were surveyed about their experiences with the flipped learning approach, and data analytics were reviewed from the videos and embedded quizzes assigned as pre-learning activities. The Technological Pedagogical Content Knowledge (TPACK) framework was used to explore the relationship between technology, pedagogy, and content knowledge for designing flipped learning activities. The results from this study demonstrated the efficacy of the procedures, instruments, and value in extending the study to involve more classes and subject areas. Participants were satisfied with using the flipped learning approach for improving students’ engagement, agency, and mathematical understanding. Research in flipped learning can help inform teachers and schools in any teaching scenario whether in person, when teaching online, in blended learning environments, and when employing emergency remote learning.