Designing a flipped classroom instruction to improve plane geometry learning among pre-service teachers in Ghana

Abstract

Teaching mathematics as a STEM subject in this 21<sup>st</sup> century must be challenging enough to inspire learning, especially in the basic schools. This also depends on the pedagogical content knowledge and skills of the teachers handling the subject. Therefore, there is a need to design modern instructional strategies for training future teachers handling the pupils at the primary schools. Flipped classroom approach is one of the emerging pedagogical strategies that has proven to be very efficacious in teaching almost all subjects. Therefore, this research aimed to investigate the impact of flipped classrooms as a pedagogy in equipping the pre-service teachers with the knowledge and concepts of plane geometry, which happens to be one of the main branches of mathematics. A sample of 101 basic school pre-service teachers was purposively sampled for the study. A pre- and post-test design were used to gather quantitative data for analysis using a quasi-experimental approach. Based on the analysis of the results, the null hypothesis was rejected since there was a statistically significant difference in the pre-service teachers’ performance before and after the intervention. The study concluded that there was an improvement in performance due to the intervention. Therefore, the researcher recommends the flipped classroom approach as a formidable pedagogy for teaching pre-service teachers.

Does flipping the classroom with videos and notetaking promote high school students’ performance in mathematics?

“…The effect size of the gain was also very large, i.e., more than one standard deviation, and practically important, suggesting that the flipped instruction was really effective in improving students' learning and performance in mathematics. The effect size produced in the study approximated the practical importance of flipped learning demonstrated by Casem (2016), and challenges the low effects reported in the selected meta-analyses (i.e., Atta & Bonyah, 2023;Bredow et al, 2021;Cheng et al, 2019;Lo et al, 2017;Sopamena et al, 2023). In addition to performing better in mathematics, several studies such as Lazzari (2023) and Shukla and McInnis (2021) have shown that flipping the classroom increases their appreciation and love of mathematics.…”

Senior High School Mathematics Teachers’ Perception of the Teaching and Learning of Logarithm in the Kwahu East District

“…The evolution of the constructivist learning theory in recent years has changed how science classes are taught. In addition to changing the way lessons are taught, the changes can completely transform the classroom culture, redefining the roles that students and teachers play as well as the objectives of the course [11]. To put it another way, a creative constructivist education program typically involves changing the learning and teaching activities and tactics and the standards for learning accomplishments.…”

Exploration of the Benefits of Linking the Teaching and Learning of Geometry at the Senior High School to the Akan Cultural Practices

“…The branch of mathematics that studies shapes, spatial relationships, and space is known as geometry (Atta & Bonyah, 2023a). Originating from Greek terms signifying "Earth measurement," geometry is among the most ancient elds of mathematics, formulated to address real-world issues such as surveying (Baah-Duodu et al, 2020).…”

“…Research have shown that students view geometry as an essential component of their life when socialcultural concepts are taught to them (Atta & Bonyah, 2023a;Owusu-Darko et al, 2023). There is no disturbance and the students feel comfortable.…”