Digitalizing the Teaching and Learning of Mathematics at the Senior High Schools in Ghana; the Case of Flipped Classroom Approach
DOI:
https://doi.org/10.47672/ajep.869Keywords:
Digitalize, constructivist, flipped classroomAbstract
Introduction: The 21st century comes with its own challenges so far as the teaching and learning of mathematics is concern. This is because most of the senior students have access to digital devices that allow them to navigate the social media channels like the WhatsApp, Twiter, instagram, SnapChat, Facebook, TikTok and the likes. Unfortunately these handles are loaded with various forms of videos and other stuffs that these innocent young ones turned to love to follow more than their studies, thereby affecting their academic achievements.
Purpose: The motive of this study was to enhance students' conceptual understanding in circle theorems using the flipped classroom approach.
Methodology: A sample of Fifty (50) Remedial students from the Bekwai Municipal Assembly in the Ashanti Region of Ghana was selected by means of purposive sampling method for the study. With the use of quasi- experimental design, a pretest post test method was use to gather the data on the students to ascertain the impact of the interventional design. In addition to the tests, a questionnaire was also used to find out how students feel about the flipped classroom pedagogy in teaching and learning.
Findings: The analysis of the questionnaire came out that students enjoyed the lessons and their performance appreciated as a result. A statistical significant improvement in the students' performance made the researcher reject the null hypothesis and concluded that flipped classroom approach impacted positively on students' performance.
Recommendations: It was therefore recommended that the flipped classroom should be adopted as one of the pedagogical strategies in teaching mathematics at the Senior High school.
Downloads
References
Agah, M. P. (2020). Challenges of mathematics in economic development in the twenty-first century: Implications for tertiary education. Journal of Education, Society and Behavioural Science, 20-25.
Amoako Atta, S., & Asiedu-Addo, S., (2021),The use of problem solving approach in linking classroom mathematics to real life activities at Bekwai SDA SHS, Global Scientific Journals, Volume 9, Issue 3, March 2021. Online: ISBN 2320-9186, www.globalscientificjournal.com. Pg. 1174-1196
Ampofo, J. A. (2021). Influence of social media on the academic performance of New Edubiase Senior High School Students of Ghana.
Anamuah-Mensah, J., Asabere-Ameyaw, A., & Mereku, K. D. (2004). Ghanaian secondary school students' achievement in mathematics and science: Results from Ghana's participation in the 2003 Trends in International Mathematics and Science Study (TIMSS). Ministry of Education, Youth and Sports.
Anamuah-Mensah, J., Mereku, D. K., & Asabere-Ameyaw, A. (2004). Ghanaian JSS pupils Achievement in Mathematics and Science: Results from Ghana's participation in the 2003 Trends in International Mathematics and Science Study (TIMSS).
Andamon, J., & Tan, D. A. (2018). Conceptual understanding, attitude and performance in mathematics of grade 7 students. International Journal of Scientific & Technology Research, 7(8), 96-105.
Arthur, Y. D., Asiedu-Addo, S., & Assuah, C. (2017). Students' perception and its impact on Ghanaian students' interest in mathematics: Multivariate statistical analytical approach. Asian Research Journal of Mathematics, 1-12.
Asare-Donkoh, F. (2018). Impact of social media on Ghanaian High School students. Library Philosophy and Practice, 0_1-33.
Atteh, E., Assan-Donkoh, I., Mensah, Y. A., Boadi, A., Badzi, S. C., & Lawer, V. T. (2020). A thoughtful overview of social media usage among students and its impact on their academic work. Asian Journal of Advanced Research and Reports, 30-39.
Bada, S. O., & Olusegun, S. (2015). Constructivism learning theory: A paradigm for teaching and learning. Journal of Research & Method in Education, 5(6), 66-70.
Badu-Domfeh, A. K. (2020). Incorporating GeoGebra software in the teaching of circle theorem and its effect on the performance of students (Doctoral dissertation, University of Cape Coast).
Baffoe, E. & Mereku, D. K. (2010). The van hiele levels of understanding of students entering senior high school in Ghana. African Journal of Educational Studies in Mathematics and Sciences, 8, 51-62.
Bishop, J., & Verleger, M. (2013, October). Testing the flipped classroom with model-eliciting activities and video lectures in a mid-level undergraduate engineering course. In 2013 IEEE Frontiers in Education Conference (FIE) (pp. 161-163). IEEE.
Bishop, J., & Verleger, M. A. (2013, June). The flipped classroom: A survey of the research. In 2013 ASEE Annual Conference & Exposition (pp. 23-1200).
Borko, H., Carlson, J., Deutscher, R., Boles, K. L., Delaney, V., Fong, A., ... & Villa, A. M. (2021). Learning to Lead: an Approach to Mathematics Teacher Leader Development. International Journal of Science and Mathematics Education, 1-23.
Bozkurt, G., & Ruthven, K. (2017). Classroom-based professional expertise: a mathematics teacher's practice with technology. Educational Studies in Mathematics, 94(3), 309-328.
Cabı, E. (2018). The impact of the flipped classroom model on students' academic achievement. International Review of Research in Open and Distributed Learning, 19(3).
Duit, R. (2016). The constructivist view in science education-what it has to offer and what should not be expected from it. Investigaçôes em ensino de ciências, 1(1), 40-75.
Education, R. (2015). Towards a global common good. UNESCO Retrived June, 6, 2015.
Fisher, R. L., LaFerriere, R., & Rixon, A. (2020). Flipped learning: An effective pedagogy with an Achilles' heel. Innovations in Education and Teaching International, 57(5), 543-554.
Fleischmann, K. (2021). Hands-on versus virtual: Reshaping the design classroom with blended learning. Arts and Humanities in Higher Education, 20(1), 87-112.
Gilliam, M., Jagoda, P., Fabiyi, C., Lyman, P., Wilson, C., Hill, B., & Bouris, A. (2017). Alternate reality games as an informal learning tool for generating STEM engagement among underrepresented youth: A qualitative evaluation of the source. Journal of Science Education and Technology, 26(3), 295-308.
Gough, A. (2015). STEM policy and science education: Scientistic curriculum and sociopolitical silences. Cultural Studies of Science Education, 10(2), 445-458.
Gravemeijer, K. (2020). A socio-constructivist elaboration of realistic mathematics education. In National Reflections on the Netherlands Didactics of Mathematics (pp. 217-233). Springer, Cham.
Haji, S. (2019). NCTM's Principles and Standards for Developing Conceptual Understanding in Mathematics. Journal of Research in Mathematics Trends and Technology, 1(2), 52-60.
Hew, K. F., Bai, S., Dawson, P., & Lo, C. K. (2021). Meta-analyses of flipped classroom studies: A review of methodology. Educational Research Review, 33, 100393.
Kusuma, J. W., Rochmad, R., Isnarto, I., & Hamidah, H. (2021). CONSTRUCTIVISM FROM PHILOSOPHY TO MATHEMATICS LEARNING. International Journal of Economy, Education and Entrepreneurship, 1(2), 104-111.
Lo, C. K., & Hew, K. F. (2021). Student engagement in mathematics flipped classrooms: Implications of journal publications from 2011 to 2020. Frontiers in Psychology, 12.
Luevano, C., & Collins, T. A. (2020). Culturally appropriate math problem-solving instruction with English language learners. School Psychology Review, 49(2), 144-160.
Mahesa, A. R., Apriandi, R. M., Anugrah, R., Furqon, I., Rizky, F., & Sutisna, Y. (2021, October). The Impact of Social Media on Students Academic Performance. In Undergraduate Conference on Applied Linguistics, Linguistics, and Literature (Vol. 1,
Marino, A. (2020). STUDENT PERSPECTIVES OF PRODUCTIVE STRUGGLE IN HIGH SCHOOL MATHEMATICS (Doctoral dissertation, Carson-Newman University).
McHugh, S. A. (2018). Evaluating the effects of a flipped classroom compared to a traditional classroom on retention of information and course engagement in a radiation safety course.
Mifetu, B. I. S. M. A. R. K., Kpotosu, C. K., Raymond, B. K. E., & Amegbor, S. (2019). Geometry topics in mathematics perceived difficult to study by senior high school students in the cape coast metropolis (Doctoral dissertation, Department of Mathematics and ICT Education of the College of Education Studies, University of Cape Coast).
Mingle, J., & Adams, M. (2015). Social media network participation and academic performance in senior high schools in Ghana. Library Philosophy and Practice, 1.
Mullis, I., Martin, M., & Loveless, T. (2015). 20 Years of TIMSS. Trends in International Mathematics and Science Study.
Nabie, M. J., Akayuure, P., & Sofo, S. (2013). Integrating problem solving and investigations in Mathematics: Ghanaian teachers' assessment practices. International Journal of Humanities and Social Science, 3(15), 46-56. No. 1, pp. 361-367).
Özerem, A. (2012). Misconceptions in geometry and suggested solutions for seventh grade students. Procedia-Social and Behavioral Sciences, 55, 720-729.
Özgür, N. Y., & Taş, N. (2019). Some fixed-circle theorems on metric spaces. Bulletin of the Malaysian Mathematical Sciences Society, 42(4), 1433-1449.
Rowly, E. (2020). The Effects of Math Manipulatives In the Classroom.
Singh, S., & Arya, A. (2020). A hybrid flipped-classroom approach for online teaching of biochemistry in developing countries during Covid-19 crisis. Biochem Mol Biol Educ, 48, 502-503.
Yeboah, R., Ampadu, E., Ahwireng, D., & Okrah, A. (2020). Knowledge and Usage of Flipped Classroom Instructional Strategy: The Views of Ghanaian Teachers. Journal of Education and Learning, 9(3), 57-65.
Downloads
Published
How to Cite
Issue
Section
License
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution (CC-BY) 4.0 License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
