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The effectiveness of one-to-one computing using flipped classroom strategy in improving students' learning in mathematics
Author
Huan, Samuel Weiguang
Supervisor
Choy, Doris
Abstract
This study investigates the Primary three students’ learning of Fractions in Mathematics classes in Singapore. The students from a local Primary school was invited to learn Fractions using three different types of interventions, namely Flipped classroom approach only, Flipped classroom approach with one-to-one computing learning environment and one-to-one computing learning environment only. It aims to find out about the effectiveness of these interventions on the students’ performance on the topic of Fractions. In addition, this study looks into the Primary 3 students ’perceptions of their self-regulated learning and motivation in learning of Fractions. In order to achieve these, this study used the quantitative data collected from pre-test and post-test to analyze the effectiveness of the interventions. A survey was used to analyze the students’ perceptions of their self-regulated learning and motivation in learning. To substantiate the findings from the survey, qualitative data collected from focus group discussions was used to further elaborate on the students’ level of self- regulated learning and motivational in learning. The results of the study showed that there were significant increases from the pre-test to the post- test for all three interventions. The increase between pre-test and post-test for the intervention of Flipped learning approach with one-to-one computing learning environment showed significant differences when compare with the other two interventions in solving short questions. Overall, the students in all three groups showed positive perceptions towards self-regulated learning and reported relatively high level of motivation in learning. During the focus group discussions, students who were in the Flipped learning with one-to-one computer group and the one-to-one computer only group expressed that they explored the applications beyond what was required from the teachers to learn about Fraction.
From the findings, this study contributes to the field of Mathematics education through informing future studies about the possibilities and impact of implementing Flipped classroom with the support of a one-to-one computing learning environment. Furthermore, it examined the possibilities of implementing Flipped classroom approach to the Primary school students in Singapore while most of the existing literatures investigated the implementation of Flipped classroom approach to more mature learners in middle schools, colleges and universities in overseas education context.
From the findings, this study contributes to the field of Mathematics education through informing future studies about the possibilities and impact of implementing Flipped classroom with the support of a one-to-one computing learning environment. Furthermore, it examined the possibilities of implementing Flipped classroom approach to the Primary school students in Singapore while most of the existing literatures investigated the implementation of Flipped classroom approach to more mature learners in middle schools, colleges and universities in overseas education context.
Date Issued
2018
Call Number
QA137 Hua