The utility of a flipped classroom in secondary Mathematics education

Esperanza, Peter; Himang, Celbert; Bongo, Miriam F.; Selerio, Egberto; Ocampo, Lanndon

doi:10.1080/0020739x.2021.1957166

Cited by 6 publications

(6 citation statements)

References 57 publications

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“…However, it is entirely unclear if they know the heuristic, inductive, and deductive approaches to teaching since almost all of them were undecided in response to the items on these teaching methods. The findings from the study confirm the works of some scholars on modern methods of teaching logarithms, such as Khalid et al [2], Ansah [3], Esperanza et al [36], and Silviani et al [37].…”

Section: Resultssupporting

confidence: 86%

“…It was proposed that understanding how "current" teacher decisions about their knowledge and practices may "facilitate or obstruct" their students' future learning is necessary for horizontal content knowledge. As Esperanza et al [36] observed, understanding mathematics positively influences the future and where kids' mathematical learning goes in the high school setting. "I feel confident in what I am doing," said one instructor.…”

Section: Teachers Content Knowledgementioning

confidence: 99%

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

Theophilus Klu Kwasi,

Desire Sokpe,

Justice Aggrey

2023

J.Math.Instr.Soc.Res.Opin.

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The motive of the study was to find factors that influence the teaching and learning of logarithms at the senior High schools in the Kwahu East Municipality. The study employed a descriptive survey where a questionnaire was administered to Eighty-Six (86) teachers. The sample was selected using the Census method. After the SPSS software was used to analyse the data, the descriptive analysis revealed that most teachers positively perceive logarithms. Factors influencing Senior High School mathematics teachers' teaching of logarithm were identified. Teachers believe that suitable teaching methods can influence students' perceptions. Strategies to encourage positive perceptions should be promoted among teachers, and recommendations include developing innovative methods for teaching logarithms in Senior High School mathematics.

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Section: Resultssupporting

confidence: 86%

Section: Teachers Content Knowledgementioning

confidence: 99%

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

Theophilus Klu Kwasi,

Desire Sokpe,

Justice Aggrey

2023

J.Math.Instr.Soc.Res.Opin.

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“…The instrumentation of these tools requires teachers to become dynamic and more adaptive, unlike the conventional rigid approach to pedagogy. Empirical works in the education domain largely support the utility of these tools in learning (e.g., [15][16][17]). Despite the presence of these tools, education continues to be primarily considered through traditional lenses [18], which is apparent in the largely adopted formalist approaches of syntactical and formal knowledge [19].…”

Section: Introductionmentioning

confidence: 99%

Education 4.0 in Developing Economies: A Systematic Literature Review of Implementation Barriers and Future Research Agenda

Costan

Gonzales

et al. 2021

Sustainability

Self Cite

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Education 4.0 (EDUC4) was driven by the onset of the Fourth Industrial Revolution (4IR) to meet labor market requirements resulting from learning that is customized, flexible, accessible, and skills-based. As the concept of EDUC4 develops popularity in the education and innovation research domains, various challenges about its implementation have emerged, especially in developing economies. Thus, there is a need to investigate the existing barriers to EDUC4 implementation. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement, a systematic literature review of journal articles in the Scopus database was conducted. Of the 299 journal articles generated from the initial search on Scopus, 30 met the inclusion criteria and were included in the review. The content analysis yielded 12 barriers which include cybersecurity threat, costly, skills gap of human capital, apprehensive stakeholders, lack of training resources, lack of collaboration, knowledge gap for the customization of curriculum design, insufficient available technologies, health issues, time constraint for material preparation, complexity of learning platforms, and insufficient foundation of basic education. They were then associated with seven themes for better operationalization in Higher Education Institutions (HEIs): (1) human resources, (2) infrastructure, (3) financial, (4) linkages, (5) educational management, (6) learners, and (7) health and environment. Finally, a theoretical predictive model was constructed to present the causal relationships in modeling the problems associated with implementing EDUC4. The insights generated from this work offer both theoretical and practical perspectives for stakeholders of HEIs in the implementation of EDUC4 in developing economies.

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“…Adopting the theories mentioned earlier suggests that teachers should break away from traditional methods of instruction and instead implement innovative strategies like audio, video, and field trips to give students more ways to absorb knowledge (Chiang et al, 2019). With the help of these techniques, students can succeed and learn at their own pace and style (Esperanza et al, 2023).…”

Section: Theoretical Framework For the Studymentioning

confidence: 99%

Effect of Mathematical Games on Senior Secondary School Students’ Achievement in Mathematics According to Gender

Salami,

Spangenberg

2024

JMETC

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Playing mathematical games helps many senior secondary school students—especially girls—acquire basic mathematical skills, but it can be difficult. Thus, this study examined how gender-related mathematical gameplay affects secondary school students' performance. The design of the study was quasi-experimental. Purposively, a sample of fifty senior secondary school students from the Federal Capital Territory (FCT) of Nigeria's Abuja Council Area was chosen. Using a coin toss, the researcher randomly allocated intact classes to the experimental and control groups. An algebraic achievement test administered before and after the treatment determined the students' achievement level. T-tests, means, and standard deviation were used to analyze the data. According to the study, among students who played mathematics games, female students had a higher mean score than male students. The findings imply that mathematical games enhance mathematics teaching and learning and should thus be encouraged and used by teachers to introduce concepts in mathematics to students at different levels, irrespective of their gender.

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The utility of a flipped classroom in secondary Mathematics education

Cited by 6 publications

References 57 publications

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

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

Education 4.0 in Developing Economies: A Systematic Literature Review of Implementation Barriers and Future Research Agenda

Effect of Mathematical Games on Senior Secondary School Students’ Achievement in Mathematics According to Gender

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