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Type :article
Subject :QA Mathematics
ISSN :2289-7070
Main Author :A.Rahman Azlina, Mohd Zaid Norasykin, Aris Baharuddin, Mohamed Hasnah, Abdullah Zaleha,
Title :Learning styles of fully residential schools students in Mathematics through the flipped classroom method: do gender factors cause different impacts?
Place of Production :Universiti Pendidikan Sultan Idris
Year of Publication :2017

Full Text :
This study was conducted with its aim to measure the dominant learning styles of Fully Residential Schools’ students. The need to acquire the dominant learning styles of these students arose since they are bound to the school environment which limits learning styles according to their inclination. Hence, individual and group learning styles were developed to fulfil the needs of the students in context of their favourite learning styles. However, there were raised concerns whether learning styles would cause different impacts, based on gender if they are integrated in Mathematics. This study gave the answer through a survey conducted on a total of 61 Fully Residential Schools’ students, 31 of whom underwent the proposed intervention in the form of flipped classroom method, while the remaining 30 were in the control group. The findings of the study obtained by a descriptive analysis showed that group learning was the dominant learning style adopted by the students. In addition, the findings also showed that, there was no significant difference in learning styles based on gender. It was concluded that Fully Residential Schools’ students needed group activities in their learning and their learning styles were not focused only on one particular type. Regardless of gender, they were capable of being actively involved in group activities. So this study had the potential to be implemented in the 21st century learning which emphasizes on group activities that should integrate learning styles well in tandem with the teachers' teaching.

References
1. Zappe, S., Leicht, R., Messner, J., Litzinger, T., & Lee, H. W. (2009). Flipping the classroom to explore active learning in a large undergraduate course. American Society for Engineering Education. 2. Lage, M. J., Platt, G. J., Treglia, M., & Lage, J. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. J. Econ. Educ., 31(1), 30–43. 3. Hollins, E. R. (2012). VAK learning styles and project-based learning with technology. The Intel Education Initiative. 4. Baker, W. (2000). The classroom flip: using web course management tools too become the guide by the side. 11th International Conference on College Teaching and Learning, Jacksonville, FL. 5. Rahman, A.R., Mohamed, H., Aris, B., & Zaid, N. (2014). The influences of flipped classroom: a meta analysis. In 6th IEEE International Conference on Engineering Education (ICEED (pp. 24–28). 6. Amresh, A., Carberry, A. R., & Femiani, J. (2013). Evaluating the effectiveness of flipped classrooms for teaching CS1. In IEEE Frontiers in Education Conference (FIE) (pp. 733–735). 7. Bergmann, J., & Sams, A. (2009). Remixing chemistry class: two Colorado teachers make vodcast of their lectures to free up class time for hands-on activities. Learn. Lead. with Technology., 36, 22–27.

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