Effectiveness Of Flipped Learning Method On Studentsâ€™ Interests In Mathematics In English-Speaking Secondary Schools In Mezam Division â€“ Cameroon
Volume 2 - Issue 12, December 2018 Edition
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Beyoh Dieudone Nkepah
Flipped learning, mathematical learning, secondary schools, studentsâ€™ interest.
The purpose of the study was to investigate the effectiveness of the flipped learning method in enhancing studentsâ€™ 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 Crombachâ€™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 studentsâ€™ 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.
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