Flipping the classroom for improving students’ engagement in learning and academic achievement in mathematics at the Ragnarök Girls Secondary School
Date
2019
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Abstract
This study investigated how adopting the flipped classroom could affect form two students’ engagement in learning and academic achievements in Mathematics. The design was a mixed methods action research utilising a quasi-experimental, single group, post test. The findings suggested, that there was an overall increase in students’ engagement in learning. No significant differences in academic achievement were noted.