The effect of flipped classroom model on students' achievement in the new 2016 scholastic assessment test mathematics skills

Adeeb M. Jarrah, Khaled Mohammed Abdel Baki Mohammed Diab

Research output: Contribution to journalArticlepeer-review

Abstract

The flipped classroom model has become more popular and one of the focus of many researchers and teachers in the recent years. The aim of current study is to explore the effect of flipped classroom model on students' achievements in the new SAT 2016 mathematics skills (Heart of Algebra, Problem solving and data analysis, and Passport to Advanced Math) for the eleventh grade Emirati female students in Al Ain, United Arab Emirates. Specifically, this study aims at determining whether there was a statistically significant difference in student achievements in the new SAT mathematics skills between two groups of grade 11 students. Thus, pretest/posttest quasi-experimental design was applied. The experimental group was taught by flipped classroom model, and the control group was taught by traditional instruction methods. The results revealed that there is a statistically significant difference between the pretest and posttest of the experimental group over the control group the new SAT mathematics skills. Furthermore, the findings suggest that teachers who teach mathematics standardized test skills like SAT can use flipped classroom model to enhance students' readiness and to improve their thinking skills to simulate the 21st-century skills.

Original languageEnglish
Pages (from-to)769-777
Number of pages9
JournalJournal of Social Sciences Research
Volume5
Issue number3
DOIs
Publication statusPublished - 2019

Keywords

  • Flipped classroom
  • SAT
  • Standardized test
  • Traditional instruction methods

ASJC Scopus subject areas

  • Arts and Humanities(all)
  • Social Sciences(all)
  • Economics, Econometrics and Finance(all)

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