UPSI Digital Repository (UDRep)
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UPSI Digital Repository (UDRep)
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| Abstract : |
| The Ministry of Education Malaysia (MoE) has suggested using Flipped Classroom (FC) teaching method as an innovation in the teaching of additional mathematics especially in algebra. The suggestion of using FC is very much related to the concept of 21th Century Classroom that emphasizes good communication, collaboration, critical as well as creative thinking. This quasi-experimental research was carried out to determine the effects of FC on the motivation of students taking additional mathematics. Treatment group (n = 36) was treated with FC methods, whereas control group (n = 34) received conventional methods of learning additional mathematics. To control the difference in dependent variables, a pre-test was given before the experiment started. After nine weeks of treatment, both groups were given a post-test. The motivational questionaire on additional mathematics was used as a tool to collect the data. In determining the difference of data between treatment and control groups, the pre- and post tests data were analyzed using multivariate analysis of variance (MANOVA) followed by univariate analysis of variance (ANOVA). The findings from ANOVA analysis reveal that overall there was a difference between the treatment and control groups for motivation. MANOVA analysis confirms more significant differences on motivational subscales namely on attention, relevance, level of confidence and satisfaction between these two groups. In general, the impact was very substantial and gave a strong indication that the treatment was very meaningful. Therefore, this research has given a new and ideal way of teaching additional mathematics to school administrators, subject teachers and students by engaging the use of alternative dynamic geometric softwares that are of the same quality as the ones supplied by MoE. |
| References |
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