International Journal of Advanced Research and Publications (2456-9992)

High Quality Publications & World Wide Indexing!

Effectiveness Of Flipped Learning Method On Students’ Interests In Mathematics In English-Speaking Secondary Schools In Mezam Division – Cameroon

Volume 2 - Issue 12, December 2018 Edition
[Download Full Paper]

Beyoh Dieudone Nkepah
Flipped learning, mathematical learning, secondary schools, students’ interest.
The purpose of the study was to investigate the effectiveness of the flipped learning method in enhancing students’ interests in mathematics. The study carried out in Mezam Division of the North West Region of Cameroon involved all Form Three students in English-speaking public secondary schools. Two research questions and two hypotheses provided focus to the study. The study adopted the pretest-posttest non-equivalent control group design. One hundred and one students drawn from a population of 5348 students and grouped into one experimental of 47 students and one control group of 54 students, constituted the sample of this study. Using the multistage sampling procedure in three stages, the sample was arrived at through a combination of simple random and purposive sampling techniques. Data was collected using a Mathematics Interest Inventory (MINTIV). The Crombach’s alpha reliability of the MINTIV was 0.84. Treatment lasted for four weeks. Mean was used to answer the research questions while ANCOVA was used to test the hypotheses. The findings revealed that the flipped learning method was effective in enhancing students’ interest in mathematics. With regard to gender, the flipped learning method was more effective in enhancing the mean achievement score of female students than that of male students. Based on the findings, it was recommended among other things that English-speaking secondary school mathematics teachers in Cameroon should adopt the use of the flipped learning method in teaching mathematics.
[1]. J. V. Ebude, “Technology: The Engine of Growth in the 21st Century,” Science on the Move, 2(1), pp. 13-17, 2016.

[2]. B. O Abakpa, C. O. Iji, “Effect of Mastery Learning on Senior Secondary School Students’ Achievement in Geometry,” Journal of Science Tearchers’ Association of Nigeria, 41, pp. 165-176, 2001.

[3]. M. Y. Tukur, N. G. A. Abimbola, “Factors Influencing Effective Learning of Mathematics at Senior Secondary Schools within Gombe Metropolis, Gombe State, Nigeria,” Journal of Education and Practice, 4(25), pp. 60-67, 2013.

[4]. A. B. C. Orji, A. Uche, “Effect of Webbing Instructional Method on Students’ Achievement in Algebraic Word Problems,” JORIND, 8(2), pp. 47-51, 2010.

[5]. M. A. Akoko, “Assessment of the Effects of Affective Student Characteristics and Educational Background on Mathematics Achievement at the Level of Higher Education in Cameroon,” Unpublished Doctoral Dissertation, Atlantic International University, Honolulu, Hawaii, USA, 2010.

[6]. E. C. Okigbo, “Comparative Effectiveness of Mathematical Game and Instructional Analogy as Advance Organizers on Students’ Achievement and Interest in Mathematics,” Unpublished Doctoral Dissertation, Nnamdi Azikiwe University, Awka, Nigeria, 2010.

[7]. N. F. Martins-Umeh, “The Relative Effectiveness of Vygotsky’s Collaborative and Conventional Approaches on Students’ Achievement and Social Skills Acquisition,” Unpublished Doctoral Dissertation, Nnamdi Azikiwe University, Awka, Nigeria, 2012.

[8]. P. I. Anyagh, E. I. Ok’wu, “Effect of Formula Teaching Approach on Students’ Achievement in Algebra,” Journal of Research in Curriculum and Teaching, 5(1), pp. 374-379, 2010.

[9]. N. A. Ursula, M. O. Eluwa, “Effects of Learner-Centered Teaching Method on Academic Achievement of Slow Learners,” Journal of Theoretical and Empirical Studies in Education, 3(1), pp. 179-185, 2013.

[10]. K. V. Semaya, “Interest as a Determinant of Students’ Achievements in Mathematics,” Systematic Journal of Mathematics Education, 3(2), pp. 128-134, 2013.

[11]. Brame, C. (2013). Flipping the Classroom. Vanderbilt: University Center for Teaching. Retrieved From http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/

[12]. S. Findlay-Thompson, P. Mombourquette, “Evaluation of a Flipped Classroom in an Undergraduate Business Course. Business Education and Accreditation, 6(1), pp. 63-71, 2014

[13]. Flipped Learning Network (FLN) “The Four Pillars of F-L-I-P,” Journal of Innovative Learning, 6(2), pp. 79-87, 2014.