Flipped Classroom in Teaching Mathematics in the Modern World

Flipped Classroom in Teaching Mathematics in the Modern World

Maria Teresa T. Garcia

Ilocos Sur Polytechnic State College San Nicolas, Candon City Ilocos Sur

DOI: https://dx.doi.org/10.47772/IJRISS.2025.908000627

Received: 25 August 2025; Accepted: 04 September 2025; Published: 24 September 2025

ABSTRACT

The integration of technology has become a prevalent trend in higher education. One of the methods used in education is the Flipped Classroom, where students learn the content outside the classroom through media and activities. The purpose of this study was to assess how students perceive the use of a flipped classroom in teaching Mathematics in the Modern World. It also aimed to evaluate the student’s performance and how it correlates with their perception.  The study used a descriptive research design and questionnaires as the primary data-gathering tool. Mean and Pearson product correlation were utilized in analyzing the data gathered from the College of Computing Studies freshmen students for the first semester of 2022 – 2023. The study revealed that the level of perception of the students about the use of a flipped classroom is high. The level of their performance in Mathematics in the Modern World is satisfactory which led to the inclusion of flipped classroom in the course syllabus. Based on the results, the following were recommended: (1) Teachers are encouraged to use the flipped classroom to have more interactive discussions and activities. (2) Teachers should adopt a flipped classroom to enable students to improve learning by giving students ownership and deeper understanding. (3) Proper class orientation on the good points of using a flipped classroom. (4) Inclusion of flipped classroom as one of the teaching strategies in teaching Mathematics in the Modern World.

Keywords: flipped classroom, mathematics in the modern world, perception, performance

INTRODUCTION

The COVID-19 pandemic has caused a significant shift in the way students learn in the Philippines, as technology was adopted to ensure the continuity of education. The integration of technology has become a widely adopted educational trend in higher education. One of the promising advancements in modern classrooms is Flipped Learning, which utilizes a combination of in-person and virtual teaching through online resources to foster independent learning. This approach provides students with greater flexibility and more dynamic teaching opportunities.  A flipped classroom is a teaching approach that uses technology to deliver lectures and content outside the classroom, thus creating an active learning environment during class time, which fosters collaboration and engagement (Aidoo, B. et al, 2022) Class time is better utilized by small group activities and individual attention. It is a teaching technique that involves shifting traditional classroom instruction from group learning to individual learning. This approach transforms the group space into an active, engaging learning environment where the educator guides the learners as they apply concepts and engage creatively in the subject matter. (Martin, et al., 2020).

Meanwhile, Lage et al. 2000 as mentioned by Lo and Hew 2017 described “Flipped classroom” refers to the practice of reversing the roles of in-class activities and homework. On the other hand, Bishop and Verleger 2013; Lo and Hew 2017 defined a flipped classroom as a pedagogy supported by technology that comprises two components: (1) direct computer-based individual instruction outside the classroom through video lectures and (2) interactive group learning activities inside the classroom.

In a traditional classroom, the teacher presents theoretical content while leaving practical work to students. The flipped classroom approach reverses the organization and management of time (Jeong 2018 as cited by Martin et al., 2020), differentiating two parts: the first part is by studying the theoretical content independently before coming to class, students can make the most of their classroom time. This approach allows for more engaged discussions and group activities, leading to a deeper understanding of the subject matter. The second part of the class involves raising questions and carrying out practical work. This helps to develop competencies and solve real-world problems by applying the theoretical knowledge learned collaboratively and actively. This is done under conditions of self-regulation and structuring of cognitive scaffolds. (Martin et al., 2020).

This learning method consists of three stages: (1) Individual learning, which can be adjusted according to different learning rhythms. The contents of the first phase can be reviewed as many times as necessary, encouraging autonomous and responsible work. (2) Collaborative learning, which takes place during the second phase. (3) Problem-based learning, which is also a part of the second phase, involves applying what has been learned in a contextualized way. To fully enjoy the educational benefits of this methodology, teachers need to acquire digital competence.

For a successful teaching-learning process, it is important to provide insights about the use of a flipped classroom with an emphasis on students’ perceptions. It is helpful if students perceive the use of a flipped classroom as a positive experience and if it alleviates their performance in Mathematics in the Modern World. This would determine if the researcher will continue to use it as a method of instruction. Generally, student perceptions can be defined as thoughts, beliefs, and feelings about persons, situations, and events. As per the research conducted by Haman et al. (2012), cited by Lee and Stankov (2016), perception is formed by an individual’s evaluation of real-world events. Thus, a student’s perception of the education process can significantly influence their decisions regarding the institution. The learning styles must be developed with their perceptions to make efficient learning occur. Students may choose what they think will help them best in achieving good results. Therefore, the way of teaching the lessons is important to assist students achieve maximum learning.

According to Nouri (2016), students generally appreciate the flipped classroom model. The main reasons for this are that students enjoy learning through video material, the flexibility and mobility provided by accessible video lectures, and the ability to study at their own pace. Additionally, students find it easier and more effective to learn within the framework of the flipped classroom. The effectiveness of the flipped classroom approach has been evaluated using students’ perceptions and learning outcomes. There is evidence to suggest that the flipped classroom approach positively impacts student engagement, collaboration, learning skills, and course satisfaction. (Sommer & Ritzhaupt 2018; Strelan, Osborn & Palmer 2020 as stressed by Aidoo 2022). Moreover, studies have shown that the flipped classroom model is positively perceived by students. They found that the use of technology-rich environments makes it easier for students to explore the content and increases their interest in it. (Aidoo 2022).

On the other hand, it is also important to note the level of performance of the students concerning the application of a flipped classroom in a certain course/ program. Student performance is the foundation of all educational improvement efforts, accountability programs, and research studies. Scholars agree that a student’s academic performance depends on both their cognitive and non-cognitive attributes. (Lee & Shute, 2010 as cited by Lee & Stankov, 2016). According to Bhagat et al. (2016), a flipped engineering pilot program resulted in low achievers earning grades more than 10% higher than those in a traditional classroom. According to Bhagat et al. (2016), Hung (2015) discovered that students who participated in a flipped classroom approach exhibited higher satisfaction levels and a more positive attitude towards the learning environment. This, in turn, led to an increase in their learning motivation, indicating that the flipped classroom has significant potential to improve students’ academic performance and outcomes..

Richard Mayer’s Cognitive Theory of Multimedia Learning (CTML)

The “multimedia principle” suggests that learning is more effective when a combination of words and pictures is used, instead of relying on words alone. This might explain why many people find it easier to acquire new skills through YouTube videos or textbooks that contain visual aids like charts, diagrams, maps, and pictures. Bhagat et al. (2016) noted in their study that the CTML theory can help explain why the flipped classroom approach may be beneficial for learning. The flipped classroom incorporates some of the key principles of this theory:

• The multimedia principle suggests that students learn better from a combination of words and pictures than just words. This can be implemented in the flipped classroom by providing videos that contain text, pictures, and narration.
• The modality principle suggests that narration aids in better learning than on-screen text. Thus, narration can be used in the flipped classroom to explain mathematics problem-solving.
• The individual differences principle posits that design principles have a greater impact on learners with lower levels of knowledge. Therefore, according to the CTML framework, the flipped classroom setup was anticipated to result in better learning outcomes compared to the traditional classroom model.

According to several studies, the flipped classroom approach aligns with student-centered learning theories such as active learning and collaborative learning. Lo, CK. and Hew, KF. (2017) argues that traditional teacher-centered instruction treats students as passive vessels, while flipped classrooms prioritize students over teachers.

In recent years, a noticeable shift has occurred in the way students interact with technology, with each other, and with their teachers. Many students now carry cell phones to class and are using social media platforms like Twitter and Facebook for communication. Student skills in working with technology are also evolving rapidly. However, these changes have also led to unforeseen disruptions in classroom learning, prompting researchers to investigate and find solutions. The National Council of Teachers of Mathematics (NCTM) and the National Research Council (NRC) have both called for a shift towards progressive math education that encourages critical thinking. As such, the researcher believes that the flipped classroom approach could be an effective alternative to traditional blended learning methods. This approach can help students develop critical thinking skills while also utilizing 21st-century tools in teaching.

Statement Of The Problem

The purpose of this study is to determine the perceptions of the students about the use of a flipped classroom and the student’s performance in Mathematics in the Modern World.

This study provided answers to the following research questions:

1. “What is the level of students’ perception about the use of flipped classrooms?”
2. What is the performance level of first year college students in Mathematics in the Modern World at the College of Computing Studies?
3. Is there a significant relationship between student’s perceptions of flipped classrooms and their performance in Mathematics in the Modern World?
4. What learning plan is suitable to enhance the academic performance of students using a flipped classroom approach?

METHODOLOGY

Research Design

This study utilized a descriptive quantitative design to investigate the perception of students towards the use of a flipped classroom in teaching Mathematics in the Modern World. The study described the students’ grades as the basis for identifying their level of performance.

Source of Data

The respondents of the study are the first year college students of the College of Computing Studies of the Ilocos Sur Polytechnic State College, Santa Maria Campus for School Year 2022-2023. The researcher made use of the Lynch formula to determine the sample size and random sampling technique in determining the samples.

The table shows the population and the number of samples taken from each section.

Table 1. Distribution of Respondents by Section

Out of the 295 enrolled first year students from the College of Computing Studies, a total of 167 were used as respondents.

Data Gathering Instrument

To further develop this study, the researcher adopted the questionnaire of Nouri (2016) to assess the level of perception of the students of the use of Flipped Classroom. The researcher made a slight revision so it was validated by three experts in the field with a mean rating of 4. 90 which is described as very valid. The survey includes 15 open-ended questions about the student’s opinions on the teacher’s flipped classroom teaching approach.. The final term grade in Mathematics in the Modern World determined the students’ academic performance level. The data were taken from the Office of the Dean practicing anonymity and confidentiality. An informal interview was also conducted with the respondents to confirm the results of their responses to the questionnaire given to them.

Data Gathering Procedure

Upon approval of requests, the researcher personally interviewed and floated the adopted survey questionnaire to the respondents The data that was collected has been tabulated and analyzed using the appropriate statistical tools.

Statistical Treatment of Data

The statistical analysis and treatment of data were performed using the Statistical Package for the Social Sciences (SPSS). Specifically, the study utilized the mean to assess the students’ perceptions of the Flipped classroom. Meanwhile, the frequency was used to determine their academic performance in Mathematics in the Modern World. Additionally, correlation analysis was employed to establish a significant relationship between the two variables under study.

Furthermore, to determine the level of perception of the students on the use of a flipped classroom, the following 5-point Likert scale was used:

The student’s level of academic performance in Mathematics in the Modern World was determined using the following scale:

Lastly, the following scales were used to validate the questionnaire used in this study.

Ethical Considerations

This portion provides specifications on the observation of ethical consideration, along with the following:

Conflict of Interest. The researcher was required to reveal any potential conflicts of interest that could compromise the study’s integrity.  This encompasses financial interests, personal relationships, or affiliations that may affect the research results.  The researcher ensured that the conclusions and interpretations are only derived from the obtained data, free from unrelated influences or personal biases.

Participants/Respondents. Participation in the study was completely voluntary, free from pressure or improper influence on the first year college students.  Participants were apprised of their ability to withdraw from the study at any moment without facing unfavourable consequences.

Privacy and Confidentiality. The researcher adopted strategies to safeguard the privacy of participants.  This entailed anonymizing data and guaranteeing that personal identifiers were not associated with the responses.  The researcher implemented confidentiality agreements to protect the information supplied by participants, guaranteeing access solely to authorized individuals engaged in the study.

Informed Consent. Respondents were provided with clear and thorough information regarding the study’s objectives, methodologies, potential hazards, and advantages prior to consenting to participate.  Written informed permission was acquired, guaranteeing that respondents comprehend their rights and the nature of their participation in the research.

Benefits. The study intended to strengthen the performance of the first year college students in Mathematics in the Modern World.  The findings led to the inclusion of the flipped classroom in the syllabus as one of the strategies in teaching the subject, thereby boosting their academic improvement.

Community Considerations. The researcher explored the broader consequences of the study on the educational community and guarantee that the research contributes positively to the area of education.  Engaging with key stakeholders, such as faculty members and educational administrators, can assist match the study’s aims with community needs and expectations.

Risks and Remedies. The researcher did a thorough assessment of any potential risks related with participation in the study, including emotional distress or discomfort related to the subject. The researcher provided access to support services, such as counselling or academic assistance, to help the participants offset the worries or stress connected to the study.

RESULTS AND DISCUSSION

The succeeding discussions include the presentation, interpretation, and analysis of significant findings of the study. This also contains the conclusions of the study.

Students’ Perception of the Use of Flipped Classroom

The succeeding table shows the level of students’ perception of the use of a flipped classroom in teaching Mathematics in the Modern.

Table 2. Level of Students’ Perception of the Use of Flipped Classroom

As reflected in the table, the students expressed a positive attitude towards the flipped classroom model. This implies that the use of a flipped classroom in teaching Mathematics in the Modern World is appreciated by the students as shown by the overall mean of 3.90. Most of the students perceived that they had to take more responsibility for their learning in a flipped classroom model as manifested by its mean of 4.37. Furthermore, it is worth noting that students tend to learn more because they perceive learning to be easier and more effective in a flipped classroom. On the other hand, some students felt to be alone when using the flipped classroom as manifested by its mean of 3.50 which is described as “high”. This suggests that some students learn better with their friends or classmates.

The results of this present study conform with the results of the study of Nouri 2016. He discovered that the majority of students had a positive outlook on the flipped classroom model. Furthermore, in Johnson 2013 as mentioned by Voigt, M, et al. 2020, it was found that students were receptive to flipped education, which prioritizes student-centered and autonomous learning methods over traditional lecture-based lessons. However, Lo and Hew (2017) found that not all students preferred the flipped classroom approach. Some students preferred traditional teaching because they were not able to ask questions during video lectures and were more accustomed to traditional instruction. Therefore, there was no overwhelming agreement among students that they liked the flipped classroom approach.

When the students were asked about their specific methods of learning topics outside the classroom, the majority said that they kept on reading the modules repeatedly until they were able to understand. Some said they watched the videos, and some made notes and summarized the modules for them to read before the class met. These are manifestations that the students used revision and summarization as strategies to learn. However, others did not do anything. They did not even open the modules because they were not able to download. Others said they were too lazy to read the lessons because the topics were hard to understand. This means that the student’s level of performance will depend greatly on their attitude towards their studies. Meaning, that no matter how committed and dedicated the instructor is, and how interesting and challenging the activities are if the students do not like to learn, their performance will still be low. The researcher believes that these students must be properly motivated to appreciate the beauty and usefulness of a flipped classroom.

Level of Performance of the First Year College Students of the College of Computing Studies

Table 3 presents the frequency of the final grade of the 167 respondents.

It is depicted from the table that the majority of the respondents got a grade of 2.25 which is described as Good. This could mean that the students have an average mastery of the topics. The findings suggest that the level of performance can still be improved. If the model will be loved and appreciated by the students. According to a study conducted by Yılmaz in 2017 and cited by Voigt, M et al. in 2020, there is a significant relationship between students’ motivation and their readiness level when it comes to e-learning. The study found that students who have a higher e-learning readiness level are more likely to be satisfied and motivated with their e-learning experience. Therefore, it is important to identify students’ readiness level for e-learning to enhance their satisfaction and motivation.

Table 3. Students’ Level of Performance

In a 2017 study conducted by Zengin, it was found that a flipped classroom environment doubled students’ academic success. This approach facilitated learning, enabled visualization in mathematics teaching, and contributed to long-term retention. According to a study conducted by Zhonggen and Wang in 2016, students who were taught using the flipped classroom model scored higher than those who were taught in a traditional learning environment. This finding was further supported by Janotha’s study in the same year, which found that students in the experimental group performed better than those taught using traditional methods of teaching and learning.

The findings of this study are consistent with previous researches. Smallhorn’s 2017 study did not find any noticeable improvement in academic performance among students. A 2014 study by Kim et al. 2014, as cited by Nouri in 2016, also found no evidence that the flipped classroom model led to higher student grades. Similarly, a study by Sun and Wu in 2016 found that the use of the flipped classroom model did not affect teacher-student interaction or learning satisfaction.

Meanwhile, the students were asked about any difficulties they encountered while learning through the flipped classroom model. Most of the respondents said that they were confused of the topics and were hard up to comprehend and get the main idea of the different topics. This was seconded by two students that they were also hard up to download modules and videos due to poor internet connections. Furthermore, one student commented that he can’t learn what is expected of him to learn because he lacks interest and motivation. In other words, this student prefer learning with others rather than learning alone. Finally, time management was also a problem that they have encountered. Due to many school requirements, most of their time were used for doing activities and projects and that a limited time was only allotted to study the uploaded materials. The number of study time they allot for learning is not enough to study and understand the lessons. It is suggested then that students must have to manage their time and resources wisely and productively in order to accomplish all what are expected of them.

Nevertheless, it is important to use the flipped classroom teaching method more frequently to train students to be independent and responsible in their learning. Studies have shown that this method can promote student engagement and a more active approach to learning, particularly in higher education. Nouri (2016) also supports this idea, stating that flipped classrooms offer promising ways to engage students in effective, supportive, motivating, and active learning, especially for those who are struggling academically.

Relationship between the Students’ perceptions of the use of flipped classroom and Performance in Mathematics in the Modern World

According to the table, it is evident that students’ perception of the use of the flipped classroom approach in teaching Mathematics in the Modern World has a significant impact on their academic performance. This finding is consistent with the results of Nouri’s 2016 study, which reported that most students had a favorable view of the flipped classroom and that it was highly correlated with the variables examined in the research. This result suggests that having a positive perception of a flipped classroom can create an impact on the performance of the students. It is recommended to provide students with appropriate orientation on the flipped classroom approach so that they can better understand and appreciate it. Various studies have shown that using the flipped classroom method as a teaching approach can enhance student engagement and encourage a more active approach to learning in higher education. This study supports the effectiveness of the flipped classroom approach on trigonometry performance as demonstrated in the study conducted by Calamlam (2016) and cited by Gonzales (2020).

When asked about the positive aspects of the flipped classroom model, some students mentioned they could come to class prepared by reviewing before the session; they could read other related topics to further understand the topic.  Some students claimed that they didn’t have to do homework outside the classroom. They learned the topic on their own and then reinforced their learning in class. One student highlighted the fact that working on assignments as a group in class was more enjoyable than doing them individually outside of class. In addition, a student expressed that they prefer the flipped classroom approach because it allows them to learn at their own pace. They were pleased that they could gain confidence and enjoyment in studying a topic independently. Chen and Wen (2019) attested that students found the approach more engaging when they watched instructional videos, as opposed to using traditional methods. Schmidt and Ralph (2016), as cited by Cevikbas and Kaiser (2020), found that using a flipped classroom approach can increase student engagement. This method is believed to stimulate memory, deepen understanding, and improve problem-solving skills. Mortensen and Nicholson (2015) and Gonzales (2020) also affirmed that students taught in a flipped model tend to develop more critical thinking skills due to the various challenging exercises provided by the teachers.

On the other hand, two commented that a flipped classroom had no positive impact on them due to the absence of gadgets to be used and slow internet connections. Despite being challenging and new, students still prefer the flipped classroom, which requires their active participation in group activities (Gonzales, 2020).

Based from the findings, the researcher believes that when students love and appreciate the flipped classroom model, they become more involved in the learning process as knowledge providers. Additionally, the flipped classroom model may be suitable for preparing students for their careers in the 21st century and can enhance their belief in their ability to learn independently (Enfield 2013; Gonzales 2020). Thus, flipped classroom will be added as one of the strategies in the syllabus in delivering the different topics in Mathematics in the Modern World.

CONCLUSIONS

After analyzing the data, the following statements were concluded :

1. The majority of students had a highly positive perception of the flipped classroom. They displayed a positive attitude and appreciation towards its implementation. With consistent use, they will come to realize its effectiveness and importance in their academic journey.
2. The majority of the respondents performed ‘Good’ in Mathematics in the Modern World. They showed a satisfactory level of performance which is still considerable for improvement. The respondents are on track and have the potential to achieve even better results with further practice and dedication.
3. There is a significant relationship between the student’s perceptions of the use of a flipped classroom and their level of performance. This implies that if students have a better understanding and positive perception of this approach, their academic performance is likely to improve significantly.
4. A flipped classroom can be included in the syllabus as one of the teaching strategies for teaching Mathematics in the Modern World.

RECOMMENDATIONS

1. Teachers should be encouraged to adopt the flipped classroom approach, especially when there are disruptions to classes. By introducing the lesson before the class, students can come prepared, which allows more time for collaborative discussions with both the teachers and peers. As a result, more time will be allocated for interactive discussions, activities, and other hands-on learning opportunities.
2. The level of students’ performance can still be improved. Adopting a flipped classroom enhances students’ performance by giving them more control over the learning process, leading to deeper understanding and better retention of material. Collaborating with peers and applying new concepts also becomes easier in this approach.
3. Proper class orientation on the good points of using a flipped classroom can enhance students’ understanding and acceptance of a flipped classroom.
4. The inclusion of a flipped classroom as one of the teaching strategies in teaching Mathematics in the Modern World can help students improve their appreciation of the good points of the approach, and more exposure will lead them to embrace its application which could support their learning.

LIMITATIONS AND RECOMMENDATIONS OF THE STUDY

This study has certain limitations. The findings reflect the performance levels of first year college students at Ilocos Sur Polytechnic State College, along with their perceptions of the flipped classroom method in teaching the subject. Consequently, these results should not be generalized to all divisions. Since the aim of this study is to enhance the performance of freshmen college students, the results have been disseminated for further consideration. Future research on this topic could explore additional variables that may influence the performance of first year college students in Mathematics in the Modern World.

ACKNOWLEDGEMENT

The researcher expresses her indebtedness to   Dr. Mario P. Obrero, SUC President III of Ilocos Sur Polytechnic State, Dr. Jocelyn L. Absolor, and Mr. Aurelio Jonathan S. Pagatpatan.

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