Self-determination theory and the flipped classroom: a case study of a senior secondary mathematics class

Muir, Tracey

doi:10.1007/s13394-020-00320-3

Cited by 28 publications

(27 citation statements)

References 11 publications

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“…Around 80% of the students in this research report that they spend the same or less time on flipped homework compared to other subjects. This perception contradicts the findings of research by Muir (2020) and Weinhandl, Lavicza, Hohenwarter and Schallert (2020), with secondary school students and in mathematics classes, who found that using the FC requires more effort from students.…”

Section: Discussioncontrasting

confidence: 84%

Secondary school students’ perception according to their learning style of a mathematics Flipped Classroom

Fornons¹,

Martín

Santiago

2021

J. Technol. Sci. Educ.

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The Flipped Classroom (FC) has been gaining prominence over the past few years. Many articles have shown that the FC increases the interaction between students and between the teacher and students, allowing different learning rhythms, facilitating access to materials, increasing collaboration between students and enhancing active learning. The present research looks at how students perceive the FC based on their learning style. The research was carried out with a sample consisting of two groups of third-year compulsory secondary education students (37 students in total) in the subject of mathematics. A quantitative methodology was used. At the beginning of the term, all students were given a questionnaire (CHAEA) to determine their learning style. At the end of term they were given a questionnaire (Driscoll) on their perception of the FC . The results show that students with a theoretical style of learning value the uses of the FC more positively and perceive greater interaction with peers and the teacher. However, students with a reflective learning style rate the FC lowest and have a the worse perception of the different key characteristics of the FC. In all statements, most students answered that they agree or very agree. These results are in line with those obtained by other authors in other contexts. This study brings certain nuances to the existing literature on the perception of the FC based on the students’ learning style.

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Section: Discussioncontrasting

confidence: 84%

Secondary school students’ perception according to their learning style of a mathematics Flipped Classroom

Fornons¹,

Martín

Santiago

2021

J. Technol. Sci. Educ.

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“…Also, the finding of the present study agrees with Muir's (2020) study which was conducted in order to investigate the relationship between self-determination and the flipped classroom. The results showed that SDT was an appropriate lens to analyze participants' experiences of the approach, with the teacher being a particularly strong influence on students' motivation for engaging with the approach.…”

Section: Is There Any Significant Relationship Between the Classroom Climate And Iranian High School Students' Reading Achievement Score?supporting

confidence: 91%

Conjuring up the correspondence of high-school students’ self-determination and classroom climate with reading achievement

Joulide

Faravani

Boori

2020

Engl. Lang. Teach. Educational. Journal

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A prevalent goal of education in schools is reading comprehension enhancement. Therefore, a critical issue in educational psychology is investigating the factors contributing to increase the reading achievement including both classroom climate and self-determination. This study explored the relationships of Iranian High School students’ self-determination and classroom climate with their reading achievement. 150 Iranian (male and female) students from Sama and Fazele high schools in Mashhad were selected through convenience sampling. The instruments were IOWA self-determination, Classroom Climate Questionnaires, and a validated researcher-made test. It was a type of quantitative and correlational research. Results revealed a significant and positive relationship between self-determination and reading ability. They also showed that among the six subscales of the self-determination, financial management had a significant relationship with the reading achievement scores of students. However, the emotional independence of peers had a negative correlation with the reading achievement scores of students. The results showed that teachers’ skill in orienting tasks can enhance reading achievement score and make the classroom climate more motivating. This study has potentially helpful implications for English language teachers, English institutes, and students. Teachers can enhance student’s self-determination by providing a friendly classroom environment and indirectly boost the students’ reading score.

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“…La actitud y la motivación de los estudiantes ante el área de las Matemáticas también se ve afectada con la utilización de la metodología FC, haciendo que aumente su interés por las Matemáticas y se sientan más motivados para realizar las distintas tareas que propone el profesor (Amstelveen, 2018;Belmonte et al, 2019;Chien & Hsieh, 2018;Cronhjort et al, 2017;Hodgson et al, 2017;Hung et al, 2018;Lopes & Soares, 2018;Muir, 2020;Nihlawi et al, 2017;Toor & Mgombelo, 2018).…”

Section: Conclusionesunclassified

Flipped classroom en la enseñanza de las matemáticas: una revisión sistemática.

Jou¹,

Martín

2021

Education in the Knowledge Society

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La metodología Flipped Classroom (FC) ha ido ganado protagonismo a lo largo de los últimos años en las distintas etapas de escolarización. Una muestra de ello es el número creciente de artículos sobre la FC que se puede encontrar en las revistas científicas. El objetivo de esta investigación es analizar la producción científica sobre la FC en el área de la enseñanza de las matemáticas, para comprobar su efecto en los estudiantes. Se han determinado 5 variables de análisis: el rendimiento académico, la autopercepción de los estudiantes, el rol adquirido por los estudiantes, la interacción social y las actitudes hacia las clases de matemáticas. Las bases de datos internacionales consultadas para llevar a cabo la revisión sistemática fueron Scopus y Web Of Science(WoS), donde se obtuvieron 215 y 198 documentos respectivamente; habiendo fijado el periodo de tiempo de la búsqueda entre 2010 y 2020. Después de las exclusiones quedaron 86 artículos que comprenden a 20.027 estudiantes fueron sometidos a nuestro meta-análisis. Los resultados muestran que la utilización de la FC favorece el aprendizaje de las matemáticas en distintos aspectos como son el rendimiento académico, la participación activa, la motivación, el interés y la interacción entre alumnos y entre alumnos y docente.

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Self-determination theory and the flipped classroom: a case study of a senior secondary mathematics class

Cited by 28 publications

References 11 publications

Secondary school students’ perception according to their learning style of a mathematics Flipped Classroom

Secondary school students’ perception according to their learning style of a mathematics Flipped Classroom

Conjuring up the correspondence of high-school students’ self-determination and classroom climate with reading achievement

Flipped classroom en la enseñanza de las matemáticas: una revisión sistemática.

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