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Rinnakkaistallenteet Luonnontieteiden ja metsätieteiden tiedekunta
2020
Flipping college mathematics classroom
Mazana, Mzomwe Yahya
IEEE
Artikkelit ja abstraktit tieteellisissä konferenssijulkaisuissa
© 2020 IEEE All rights reserved
http://dx.doi.org/10.23919/CISTI49556.2020.9140927
https://erepo.uef.fi/handle/123456789/8844
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Flipping college mathematics classroom
Mzomwe Yahya Mazana, Lembris Laayuni Njotto Department of Mathematics and ICT
College of Business Education Dar es Salaam, Tanzania y.mzomwe@cbe.ac.tz, l.njotto@cbe.ac.tz
Solomon Sunday Oyelere School of Computing University of Eastern Finland
Joensuu, Finland solomon.oyelere@uef.fi Abstract — The use of technology in mathematics instruction has
recently received much attention in education research. However, the concept of flipped classroom is relatively new particularly in Sub Saharan Africa higher education classroom. This study compares the effectiveness of flipped classroom, small group discussion, and group work and presentation on college students’
achievement in decision making theory. The study employs both qualitative and quantitative methods whereby data are collected through in class tests and questionnaires respectively. One hundred twenty-one bachelor’s degree students pursuing business studies and IT, form the study population. Descriptive statistics, Kruskal Wallis and One-way ANOVA are used to analyze the quantitative data while qualitative data are analyzed through content analysis. Results reveal improvement in the performance of students in small group discussion and flipped classrooms. It was found that small group discussion had higher effect on learning gains than flipped classroom, but the difference was not statistically significant. About lesson enjoyment, non-significant differences were found but a small effect size favored flipped classroom. Qualitative results indicate that, students had pleasant learning experiences, active learning, and improved outcomes.
With regards to academic self–efficacy, non-significant differences were observed, however a small effect size was in favor of small group discussion. Qualitative findings reveal that, the use of collaborative learning strategies, frequent tests and exercises, and technology tools can improve students’ academic self-efficacy. The findings encourage lecturers to make use of collaborative learning strategies, regular assessment as well as online videos to enhance students’ academic achievement.
Keywords – Technology; Flipped classroom; Collaborative learning; Higher education; Self-efficacy; Group work; Group discussion
I. INTRODUCTION
Currently, we live in technology and media driven world with rapid changes in technology tools [1]. These rapid changes in technology have dramatically changed teaching and learning in mathematics classroom because students are now adopting new learning strategies as compared to previous generations. At the same time, colleges are under pressure to innovate their teaching to support the diverse students' learning needs. This situation requires application of critical and reflective approaches for teaching and learning [2]. Thus, teachers should be equipped with a variety of teaching strategies, including technology–enhanced ones to capture and maintain students’
interest in the subject matter. According to Sahin, Cavlazoglu, Zeytuncu [1] proper integration of technology in mathematics teaching, enhances the students’ attitude towards the subject and makes them more successful.
In today’s learning environment, there are several teaching strategies that can take advantage of technology incorporation.
One example of such strategy is the widely known flipped classroom. A flipped classroom is a reversed traditional classroom model whereby instructions are given online, outside the classroom, while all other activities that used to be given as homework, projects, group work and the like in a traditional setting are completed in the classroom. In the flipped classroom, students watch online video clips before the class, then later meet with their lecturers for group discussions and hands on activities [3].
Different types of flipped classroom models have been developed, each having a different name and approach. Some authors consider it as a subset of blended learning [4].
Information and Communications Technology (ICT) offer a wide range of tools to create blended learning environment, which support flipped classroom model development [4]. Social media platforms provide useful tools and play a crucial role in the flipped classroom design. College students and teachers have adopted different social media platforms for communication and social interaction where WhatsApp, Facebook, YouTube and Edmodo are among the most popular [5]. These platforms provide useful tools for sharing instructional videos, notes, and assignments. They allow lecturers to record videos and design interactive lessons to increase course enjoyment [6], engagement [7], and understanding of mathematical concepts [8]. Research studies about flipped classrooms in mathematics education have demonstrated positive impact on students’
achievement [3] [8] [9]. For example, Carter, Carter and Foss [9]
concluded that flipping classroom, especially when online videos are combined with collaborative learning strategies and regular quizzes can improve students learning. McLaughlin and Kang [7] revealed that flipped classroom improve course engagement and examination scores.
Despite the promises flipped classrooms have on student achievement gains, the concept is relatively new [10], particularly in Sub Saharan Africa college classroom. Therefore, more research in the area would provide a valuable contribution to the body of knowledge and practice. This paper presents the results of flipping a decision theory module using YouTube videos shared through WhatsApp a social media platform. The aim was to improve students’ academic achievement, academic self-efficacy and lessons’ enjoyment. Our preference for WhatsApp is grounded within the social learning theories founded by Albert Bandura to support learning and interactions among peers [5]. It is also the highly used social media platform by students of higher learning [11]. In comparison, we employed
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collaborative active learning strategies, namely small group discussion, and group work and presentation in a traditional classroom setting. These learning strategies were chosen because they are used by lecturers and are perceived by them to be the effective teaching strategies “unpublished” [12]. Besides, previous research has compared traditional lecture method and the flipped classroom [10] [9] [13]. To differentiate our approach, we compare flipped classroom and students centered active learning strategies. The following research questions are addressed
1) What are the effects of flipped and non-flipped classroom learning strategies on students’ academic achievement?
2) How does students’ lesson enjoyment in a flipped classroom compared with that of in class active learning strategies?
3) What are the students’ perception regarding academic self-efficacy in a flipped classroom compared with that of in class active learning strategies?
The motivation behind flipping the decision-making theory classroom stemmed from poor results of one class the authors received from an in-class test conducted after completion of the decision theory topic, taught using traditional lecture strategy.
While two groups scored average performance (3.57 and above, 50% of the total marks), one group scored below average (3.36
< 50%) indicating that the lecture method did not work for this group. Flipping the classroom, provided an opportunity to apply a different instructional strategy that allowed students to actively engage with the student-centered format while taking advantage of online video lectures outside the classroom.
II. RELATED LITERATURE
A. Instructional Strategies used by Lecturers and Students Learning in mathematics
Instructional strategies determine the approach that a lecturer uses to teach so as to achieve learning objectives. What students learn depends on the strategies used to deliver instructions [14].
Yet, many of the traditional teaching strategies mostly used by lecturers are teacher-centered, more theoretical and deny students’ chances to engage with the subject matter
“unpublished”[12]. On the other hand, student-centered strategies focus mainly on the student and involves inquiry- based and collaborative learning strategies [15].
Collaborative learning is an instructional approach whereby students in small groups work together to improve their own and each other’s learning [16]. Teaching strategies that support collaborative learning include guided design, case studies, simulations, peer groups, supplemental instruction, discussion groups, seminars and learning communities [17]. In this study we utilized a combination of guided design and discussion groups where students in small groups discussed decision theory related problems to reach a solution with lecturer guidance.
Research about collaborative learning shows that collaborative learning improves learning outcomes. For example, Freeman et al. [18] reveal that collaborative learning strategies stimulate active learning and have positive influences on academic achievement and concept inventories. Bhowmik [16] found that the post test score of students in the flipped class was 20.46
points significantly higher than those in the traditional classroom. These affordances prompted the authors to find out the effectiveness of these strategies on students’ achievement in mathematics.
B. Definition and characteristics of the flipped classroom
Flipped classroom is an instructional technique that consists of interactive group learning activities inside the classroom and online individualized instructions outside the classroom [19].
The flipped classroom utilizes both lectures and active learning strategies that enable lecturers to move from teacher centered to more progressive effective student-centered approach. Flipped classroom provide students with an opportunity to engage with the instructional material prior to class, to prepare for class, and the in class activities focus on higher order cognitive activities [19]. Lecturers on the other hand have the opportunity to provide guidance and assess students understanding within class time.
C. Flipped Classroom and students’ achievement in mathematics
In 2012 Bergmann and Sams [20] presented a model on how to flip a classroom and demonstrated an impact that flipped classrooms have on student learning and performance in chemistry. Since then, the model has been replicated in various subject areas including mathematics, and some authors have shown that a flipped classroom has positive effects on the student’s achievement in mathematics. For example, Sahin, Cavlazoglu and Zeytuncu [1] flipped a college calculus course and found that students in the flipped classroom had higher quiz scores, and preferred watching videos than reading a book.
Researchers Ichinose, and Clinkenbeard [3] flipped the college algebra class to enhance engagement and achievement.
Their findings revealed that students in the flipped classroom had higher achievement and reported greater gains in affective variables related to mathematics than students in traditional classroom settings. The results of [8] also demonstrated that the flipped classroom promotes independent learning, collaborative learning, and learning awareness. In the study of Carter, Carter, and Foss [9], flipped classroom was associated with improved performance of about 5.1 percentage points higher than traditional classrooms.
However, the findings about the effect of flipping classroom on student learning gains are inconclusive [10]. For instance, the study of Kirvan, Rakes, and Zamora [21] revealed that students learning gains were similar and statistically significant for both flipped and traditional classrooms. This finding indicates that flipped classroom was not a better option when compared to traditional strategies. The findings presented by Amstelveen [10] as a result of flipping a college mathematics course, using one-way ANCOVA on post test results, also did not show significant difference between learners in the flipped classroom and those in non-flipped classroom. With such mixed results, new empirical evidence is likely to add insightful information to the academic debate.
III. METHODOLOGY A. Setting and procedure
This study was conducted in one of the researcher’s classrooms at the College of Business Education (CBE) in Dar es Salaam, Tanzania. The study compared three college decision theory classrooms, during the second semester of 2018-2019 academic year, where one classroom was flipped, and the other two classes were taught using active learning strategies in face to face settings. The same lecturer taught all three classes using the traditional lecture method for two hours, then all students took a pre-test exam. The average pre-test scores for the Bachelor of Business Studies with Education and Bachelor Degree in Information Technology (BBSE/BIT) class was ( 3.36
± 1.66), for the Bachelor degree in Marketing (BMKT) class was (4.47 ± 1.896), and for the Bachelor degree in Procurement and Supplies (BPS) class was (3.57 ± 1.402). The class with a small mean score was selected for the flipped classroom while the rest used student-centred active learning strategies. After the pre-test students in the flipped class were allowed to watch the online videos while students in the non-flipped classes were exposed to active learning strategies namely small group discussion (BPS), and group work and presentation (BMKT). Fig. 1 depicts the entire experimental procedure
Figure 1. Outline of the experiment showing the differences between flipped classroom and collaborative learning strategies. The boxes in the center represent points common to both teaching strategies
Students in the flipped class watched the online video lectures which lasted for up to 10 minutes before they arrived in class the next day. The 120 minutes class period was used for discussions where the lecturer provided them with a set of questions to discuss in groups, while the lecturer cleared misconceptions, checked for completeness and correctness of their answers. To ensure that the video lectures matched to the course objectives, the lecturer watched several YouTube videos available online, assessed them for quality then selected four videos which fulfilled learning objectives. An example of the video used to teach decision making under risk can be seen at watch?v=tbv9E9D2BRQ. The selected videos were uploaded through WhatsApp for students to watch at their own time before the next class. WhatsApp provides an opportunity for students to interact with their lecture and among themselves regardless of time and place. However, in this study the platform was used
only to disseminate the video from lecturers to students. Most of discussions pertaining the online lectures were done in the classroom. In the non-flipped classes, the 120 minutes were dedicated for discussions under the lecturer’s guidance who clarified their misconceptions. The course content, practice problems and class tests were the same for both flipped and non- flipped classrooms. Thus, the only difference was that students in the flipped classroom watched video lectures before they attended class. After the 120 minutes all students took a post-test exam and completed a survey to assess their course enjoyment and academic self-efficacy.
B. Participants
The participants in this study were 121 first year bachelor’s degree students who were studying decision theory topic in 2018/2019. The decision-making theory is a topic that apply several mathematical concepts including basic arithmetic and probability concepts which students find difficult. Our interest was to emphasise on the mathematical aspects of the course to improve the overall course achievement. The students were pursuing business studies, notably, BBSE, BMKT, BPS, and BIT in full time basis. The Flipped classroom consisted of 18 (12 males and 6 females) BBSE/BIT students, the first non- flipped class consisted of 47 BMKT students (26 males and 21 females) and the second non-flipped class consisted of 56 (34 males and 22 females) BPS students.
C. Data Collection instruments
Data for this study were test scores and survey questionnaire responses. The in class pre and post tests were prepared by the researcher and covered the content of decision-making theory topic. The survey questionnaire consisted of both open ended and Likert scale type questions related to course enjoyment and academic self-efficacy. These scales consisted of six statements each based on a 5-point Likert scale ranging from 1 = strongly disagree to 5 = strongly agree. Example statements selected from the two scales are: Course Enjoyment. “I enjoyed the class activities in this mathematics class”. Academic Self-Efficacy. “I find it easy to get good grades in mathematics”. The Cronbach’s Alpha reliability scores for enjoyment and academic-self efficacy were acceptable as the values ranges between 0.69 and 0.74.
D. Data analysis
To analyse the first research question, we employed descriptive statistics including mean and standard deviation. The Kruskal-Wallis H test was used to detect the differences between groups’ performance in class tests because of non-adherence to normality assumption on post test results (Shapiro Wilk test
𝑝𝑝 = 0.000 for BMKT and BPS, and 𝑝𝑝 = 0.043 for
BBSE/BIT). Further, a one-way ANOVA was used to ascertain the differences between learning gains. To analyse the second and third questions, we used both quantitative and qualitative methods. With regards to quantitative data; first negative worded statements in the survey were reversed, then the mean scores for each statement were calculated. Finally, the Kruskal- Wallis H test was applied because of non-adherence to normality (Shapiro Wilk test 𝑝𝑝= 0.003 for enjoyment scale and 𝑝𝑝= 0.011 for academic self-efficacy scale). The analysis was done with the help of SPSS version 25. The qualitative analysis was done through content analysis where responses to open ended
questions were read, then re-read while writing keyword or phrases related to enjoyment or self-efficacy. After coding of five transcripts, we generated initial codes which were used to code the remaining transcripts and recording the five transcripts used to generate initial codes but allowing new ones to emerge.
Finally, the obtained codes were used to describe major issues pertaining to lesson enjoyment and academic self-efficacy of students.
IV. RESULTS
A. The effect of flipped and non-flipped learning strategies on students’ academic achievement
To answer the research question “what are the effects of flipped and non-flipped active learning strategies on students’
academic achievement?” We compared students’ test scores for the flipped and active learning strategies to detect effects on academic performance. It was found that there were significant differences between the groups pretest scores, according to the Kruskal-Wallis H (2) =6.381, p = 0.041 < 0.05 with a mean rank of 69.21 for BMKT, 55.84 for BPS, and 48.94 for BBSE/BIT.
Thus, the class with small mean rank was selected for the flipped classroom. The comparison of pre-test and post-test scores are displayed in Table I
TABLE I. KRUSKAL-WALLIS H TEST COMPARISON REGARDING THE PRE-
TEST AND POST-TEST SCORES OF FLIPPED AND NON-FLIPPED CLASSROOMS. Score
Teaching Strategy Class N Mean
Rank H p
Pre-test Lecture
MKT 56 69.21
BPS 47 55.84
BBSE/BIT 18 48.94 6.38 0.041
Post- Test
Group work &
presentation BMKT 56 58.36
Group discussion BPS 47 65.46
Flipped classroom BBSE/BIT 18 57.58 1.28 0.527
Looking at Table I, it can be seen that, there were significant differences between the scores of the students in the flipped classroom and non-flipped classrooms pre-test results (H (2) = 6.31, p = 0.041 < 0.05, η2 = 0.054) that favored the BMKT class (mean rank = 69.21), followed by BPS (mean rank = 55.84) and the least was the BBSE/BIT (mean rank = 48.94). However, after the implementation of the three teaching strategies, there was no significant difference between the groups post-test scores (H (2) = 1.280, p = 0.527 > 0.05) however it did represent a small effect size η2 = 0.01 favoring BPS class. On average BPS class (Mean rank = 65.46) scored higher than MKT (Mean rank = 58.36) who scored slightly higher than BBSE/BIT class (Mean rank = 57.58).
Further, we determined the achievement gains of the three groups by computing the difference between the pre-test and post-test scores (post-test – pre-test scores) to detect the effect of the instructional strategies on learning gains. The results indicate that, on average, BPS class had slightly higher gain scores (2.47 ± 1.70) than BBSE/BIT class (2.19 ± 1.84) who had higher gains than BMKT class (1.14± 2.02). A One way ANOVA test show that the differences in learning gains between
the three groups were statistically significant F(2,118) = 6.894, p = 0.001, η2 = 0.15. A Bonferroni post hock test shows significant differences between BPS and BMKT learning gains p = 0.001, however, the learning gains of BBSE/BIT did not differ significantly with that of BPS and BMKT, p > 0.05.
B. Students perceptions regarding lesson enjoyment Regarding the research question “how students’ lesson enjoyment in a flipped classroom do compared with that of in class active learning strategies?” We compared students’
perception regarding lesson enjoyment of flipped and non- flipped classrooms. The results are depicted in Table II.
TABLE II. KRUSKAL-WALLIS H TEST COMPARISON REGARDING STUDENTS’ LESSON ENJOYMENT OF FLIPPED AND NON-FLIPPED CLASSROOMS.
Teaching strategy Class N Mean
Rank H p
Group work and
presentation MKT 54 60.80
Small group discussion BPS 47 57.35 0.620 0.773 Flipped classroom BBSE/BIT 18 64.53
As shown in Table II, the results indicate that BBSE/BIT (flipped classroom) enjoyed more the lessons (mean rank = 64.53) followed by BMKT (mean rank = 60.80) class and the least was the BPS class (mean rank = 57.35). However, the differences in enjoyment were not statistically significant Kruskal Wallis H (2) = 0.620, p = 0.773, η2 = 0.005.
Qualitative data regarding lesson enjoyment revealed a number of themes related to students’ pleasant experiences, perception and attitude towards teaching strategies used. The identified themes are summarized in Table III.
TABLE III. ANALYSIS OF STUDENTS’ OPINION REGARDING LESSON ENJOYMENT
Code Aspect Example quote
Pleasant learning
experiences Positive change in
lesson enjoyment “I enjoyed the lessons”
Motivate to learn “Very motivating ”
Make learning fun “The method used is very fun”
Provide active learning
environment
Promote active
involvement “I was active in the mathematics classroom”
Improve learning
outcome Associated with
knowledge gain “It is sum of knowledge and joy”
Attitude towards
mathematics Attitude toward
math “I don’t enjoy math lessons because I don’t like it”
C. Students perceptions regarding academic self- efficacy
In relation to the research question “What are the students’
perceptions regarding academic self-efficacy in a flipped classroom compared with that of in class active learning strategies? We gathered students’ opinion concerning their academic self-efficacy based on a five-point Likert scale and open ended question and compared them using Kruskal-Wallis H test. The findings are displayed in Table IV
TABLE IV. KRUSKAL-WALLIS H TEST COMPARISON OF STUDENTS’
PERCEPTION ABOUT ACADEMIC SELF-EFFICACY OF FLIPPED AND NON-FLIPPED CLASSROOMS
Teaching strategy Class N Mean
Rank H p
Group work and
presentation BMKT 53 54.67
Small group
discussion BPS 47 64.41 2.067 0.356
Flipped classroom BBSE/BIT 18 60.89
Based on the results shown in Table IV, BPS class had slightly higher self-efficacy when compared to BBSE/BIT which had higher self-efficacy than BMKT class. However, the difference in their perception was not statistically significant Kruskal Wallis H (2) = 2.067, p = 0.356 > 0.05, η2 = 0.017.
Qualitative data regarding academic self-efficacy revealed a variety of themes including increased academic ability, perception about teaching strategies, time to study, assessment and classroom environment. These are depicted in Table V TABLE V. STUDENTS’ OPINION REGARDING ACADEMIC SELF-EFFICACY IN MATHEMATICS
Code Aspect Example quote
Students’
academic ability Instructional strategies are associated with improved ability
“My performance in mathematics is getting better due to lessons Instructional …”
strategies Cooperative learning improve
performance “Through cooperation
it is easy to perform better”
Classroom involvement increase understanding of the subject matter
“Our lecturer allow everyone to contribute which make the topic more understandable”
Opinion about
study time High self-efficacy is related to
early timing of math lessons “Math lectures have to be in the morning …”
Students need more time to study to improve their self- efficacy in math
“I need more time to practice than other subjects”
Perception regarding assessment
Regular tests and excesses improve mathematics efficacy
“…frequent test and questions are needed”
Opinion about Classroom environment
High academic self-efficacy is associated with use of technology application
“… academic self- efficacy in math will improve if we get good classrooms with projectors”
In addition, we noted some differences in the students’
opinion whereby most of students in the flipped classroom had positive perceptions towards lesson enjoyment and self-efficacy.
While, students in the non-flipped classrooms opinions revealed the need for technology incorporation, early timing of mathematics classes and help from their lecturer to improve their academic self-efficacy
V. DISCUSSION
The purpose of this study was to improve students’
achievement in decision making theory topic. To fulfil the objectives of this study, we utilized the flipped classroom features and compared its effectiveness with small group discussion and group work and presentation. The discussion is organized according to the research questions.
A. The effect of flipped and non-flipped learning strategies on students’ academic achievement
It was revealed that, students in flipped classroom did not outperform those in other classes. Although BMKT class outperformed others in pretest exam, after undergoing treatment the performance of students in the three classes was the same.
Showing that the performance of students who used small group discussions and those in the flipped classroom had improved.
Looking at students learning gains, students who used small group discussion (BPS) had significantly higher learning gains than those in the group work and presentation (BMKT) class however did not outperform students in flipped classroom (BBSE/BIT). This shows that small group discussion and flipped classroom had similar effects on students learning gains.
The findings of this study are similar with Kirvan, et al. [21]
and Amstelveen [10] as opposed to those studies that found differences in the learning gains of flipped classroom when compared to traditional classroom [7] [3] [9]. One reason could be that our study compared student centered active strategies as opposed to previous studies that compared flipped (students- centered) and traditional lecture, a teacher-centered method which is considered ineffective. Another reason could be the lack of smartphones by some students which may have hindered access to lecture videos while at home thus minimizing their time to internalize the material before the face to face session.
The mathematics background of learners may have also affected the results as they were freshmen. Amstelveen [10] narrated that freshmen introductory mathematics courses may not be well suited for the application of the flipped classroom model since many students may require significant background knowledge of mathematics. Amstelveen added, this model may be effective in courses where students have similar mathematics background knowledge and skills to promote effective learning.
B. Students perceptions regarding lesson enjoyment With regards to lessons enjoyment, the three classes experienced the same level of enjoyment, but a very small effect size favored flipped classroom, meaning that this class enjoyed the lessons more than the other two classes. This finding is in congruence with [6] work which revealed that students in the flipped classroom had a significant positive change in their enjoyment of mathematics. Interview results suggest that most of the students had pleasant learning experiences. In addition, most of the students agreed with the educational benefits of active learning strategies, they opined that collaborative learning strategies support active learning, improve learning outcomes, motivation and enjoyment of mathematics. Further, few students who said they did not enjoy suggested that the non-enjoyment was due to the negative attitude students holds toward mathematics.
C. Students perceptions regarding academic self- efficacy
Regarding academic self-efficacy, all the three groups had acquired similar self-efficacy in working out decision making theory problems. However, a small effect size (0.017) was obtained in favor of small group discussion. The findings of the study oppose that of Kenna [13] as they found that student in the flipped classroom had higher self-efficacy than those in traditional classroom. The reason could be that this study
compared flipped classroom a student centered with a traditional lecture method which is considered ineffective. In our study, we have compared student centered strategies only and found to have comparable effect on students’ academic self-efficacy.
Opinions regarding academic self-efficacy show that, students felt that they are likely to succeed if collaborative strategies are used and are provided with frequent tests, exercises, more time to practice as well as when provided with technology facilities such as projectors. Carter, Carter and Foss [9], concluded their study in the same direction that improved learning outcomes were linked to well-developed instructional videos that are combined with in class collaborative learning strategies and regular quizzes.
VI. CONCLUSIONS AND RECOMMENDATIONS
In this study, we have shown that using collaborative strategies, particularly small group discussion and instructional videos coupled with teacher guidance can be successful in enhancing student achievement. We found improvements in students’ performance in flipped classroom and small group discussion. Our findings show that small group discussion had higher learning gains than flipped classroom, but the difference was not statistically significant. Meaning that small group discussion and flipped classroom had similar effects on student learning gains. With regards to lessons enjoyment, findings show non-significant differences between flipped and non- flipped classrooms, but a small effect size favored flipped classroom. In relation to academic self-efficacy, non-significant differences were established, however, a small effect size was in favor of small group discussion. In addition, our findings suggest that both flipped classroom, and group discussion and guiding strategies promote active learning, improve lesson enjoyment and learning outcomes. Further, the study findings propose that providing frequent tests and exercises, more time to practice as well as classrooms equipped with technology tools can help improve students’ self-efficacy in mathematics.
Based on the findings, the study recommends that: Lectures are encouraged to use active learning strategies, particularly collaborative learning strategies in the teaching of mathematics.
Lecturers should provide frequent tests and assignments to students to improve their performance. Institution administrators should furnish classrooms with working technology tools to improve teaching and learning environment. Further, lecturers should adopt the flipped classroom to online instructional videos and provide students with more time to internalize mathematical concepts that will enhance their lessons enjoyment and learning gains. Finally, we conclude that, flipped classroom has the potential to improve the teaching and learning of mathematics especially when online videos, guided small discussion and frequent quizzes and exercise are utilized.
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