A Paradigm Shift in Education: Impact of Flipped Classrooms on High School Mathematics Conceptual Mastery

Abstract

This systematic literature review investigates the impact of the flipped classroom model on mathematics concept learning in high school. Examining a diverse range of studies, the research consistently reveals a positive influence on student achievement, with students in flipped classrooms demonstrating comparable or improved academic outcomes compared to traditional settings. The flipped model's emphasis on independent pre-class learning and collaborative in-class activities emerges as a catalyst for enhanced academic performance. Concurrently, the study identifies a positive impact on student engagement and attitudes towards mathematics, attributed to the flexibility offered by the flipped model and the interactive nature of in-class activities. However, challenges associated with self-directed learning become apparent, indicating that some students encounter difficulties adapting to the independent learning format. The need for explicit instructions, resources, and scaffolding is emphasized to support students navigating the flipped learning environment. Additionally, a noteworthy finding is the considerable variation in implementation practices across different studies, impacting reported outcomes. The choice of technological tools, instructional strategies, and teacher facilitation methods underscores the nuanced interplay of factors influencing the success of the flipped classroom model in high school mathematics. In conclusion, while the flipped model holds promise, its effective implementation requires a tailored approach that considers the unique dynamics of individual classrooms and the diverse needs of students.