FLIPPED CLASSROOM: AN AVANT-GARDE TEACHING STYLE IN MATHEMATICS FOR GRADE VII LEARNERS

Abstract

The objective of our research is to study the impact of the Flipped Classroom model on Grade 7 Learners and changes in performance perspective from students' viewpoint before and after intervention. This research will endeavor to respond to the following question: What effects does Flipped Classroom have on students' Mathematics academic performance? A better understanding of this teaching method is provided in the classroom through experimental model experiments conducted by employing quantitative research. Mean scores were determined for pre- and post-tests and T-tests were used for comparative analysis in the Statistical Program for Social Sciences (SPSS). Results showed a significant increase in testing scores among students, which reflected that this method is effective in developing student self-directed learning. This study was a Mathematics educational initiative, giving rise to the conclusion that using technology in Math education can help maintain student interest in learning by making it more interactive. Engagement in learning environments facilitated by educators who have innovative teaching methods is critical to ensuring that students are not only engaged but also bridging the knowledge gap. Results suggest that Flipped Classroom strategies were beneficial in improving student comprehension via a learner-centered model, which was effective in enabling students to attain a deeper conceptual understanding of mathematics.